Sunday, April 12, 2015
Tuesday, March 3, 2015
STEMM Report: R/V Ocean Breeze
Tess Vande Creek
Ms. Green and Mr. Cuttrell
Systems Engineering II
21 January 2015
I. Introduction
a. Problem Scenario
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.
b. Proposed Design Solution
The final solution of the interior architectural aspects of the design is a Revit drawing with a walk through of the cabin, wheelhouse, and berthing area. In addition to the Revit drawing, the solution is drawn in freehand as a rendered picture, using the proper colors, textures, and descriptions to show what is used. The AutoCAD drawings used as working drawings are presented in part of the group’s final solution as well.
The final solution is a combination of two of the original alternate solutions. On the port side, towards the stern, there are three tables lining the side with benches underneath, where students will sit during teacher lectures. Built into the desks are three computer monitors, which display maps and information from the wheelhouse in a constant stream. Under the benches at the tables are a variety of adult and child life jackets. Closer to the bow, still on the port side, are three cabinets for storage of crew life jackets, crew overalls, and crew boots. Through the door on the port side is the entrance to the head, where there is a toilet, sink, and closet for cleaning supplies. In the center of the cabin towards the bow there is a lab table with a sink and storage area underneath for supplies such as the rulers used to measure fish, the Kemmerer bottle, the microscopes, and other lab supplies. Note that anywhere there is storage; there is grip material to hold the supplies down, and the closets, drawers, and cabinets all lock magnetically when they close, so that supplies are stationary when the boat is rocking. On the starboard side of the cabin, there are sets of tables with stools. This is the area for individual/small group student studying. Additionally, it is the area where labs are conducted, and the water testing is done. On the starboard side towards the bow, there is an eyewash and shower station, which is required when using any type of chemicals.
Through the door into the adjourning room is the berthing area. Having a galley and a berthing area is a requirement for any 75’ vessel. In the berthing area there are four beds for crew in the case of an overnight trip, as well as a refrigerator, stove, and oven. To the starboard side of the berthing area, towards the stern there is a closet for various supplies and the central system for the air conditioner. All the way forward in the berthing area is a set of three double tier lockers, for crew and captain use. Towards the far stern of the ship, there is one room for the engines, propeller, and generator. Additionally, in the engine room of the ship, there are three circuit breakers, each connected to an engine or propeller.
Figure four shows the AutoCAD drawings with the solution’s descriptions and measurements (in blue and red respectively). Figure five and six show the evolved solution as a Revit drawing, with the proper colors and textures that go along with the proposed schedule of furniture, lighting, plumbing, electrical systems, and safety/crew requirements. Note that certain pieces of furniture in the Revit drawing are not the same as they are proposed in the aforementioned schedules. The furniture components included are the closest match that could be found throughout the Revit files.
II. R/V Ocean Breeze in Systems Engineering II
a. R/V Ocean Breeze as a New Construction
R/V Ocean Breeze is heavily based off of the Marine Academy of Science and Technology’s current vessel, R/V Blue Sea. During the first steps of the project, discussions about simply renovating the Blue Sea occurred, instead of going to great lengths of creating a new vessel. However, after a long interview with Captain Andrews, renovating the Blue Sea turned out as an implausible option, thus a newly constructed and designed final solution was demanded. However, the design plans for the R/V Ocean Breeze are a large combination from various designs of ships over the .years, heavily referencing to NOAA’s Okeanos Explorer. Additionally, Robert G. Allan, Ken D. Harford, and Paul S. Smith’s ideas about small workboats and their designs gave us steps to work with and asked important questions.
b. R/V Ocean Breeze and the Environment
The proposed design solution of R/V Ocean Breeze is an open system. The vessel interacts with the environment of Sandy Hook and the Hudson River. Through trawling during freshmen and senior year, the final design solution will interact with various animals of the Sandy Hook Bay, but most commonly winter and summer fluke, moon snails, and silverside. Sophomore year, students on the R/V Ocean Breeze interact with the environment by collecting water samples from different locations and sending out plankton nets. Junior year, students explore the changing depths of the Sandy Hook Bay.
c. Naval Architecture
Naval architecture is a very important aspect of the final design solution for the R/V Ocean Breeze. Although the main connotation of naval architecture is design, much more information comes into play. Not only does naval architecture discuss the design and construction of marine vessels and structures, naval architecture also refers to the maintenance and everyday operation of the vessel. For the R/V Ocean Breeze, my portion of the project involved the first steps of Naval Architecture: basic and applied research, preliminary design of the vessel, projected testing procedures, and detailed design of the vessel. Additionally, naval architecture involves understanding safety regulations and damage control rules. R/V Ocean Breeze’s passing of the Coast Guard inspection is crucial for the vessel’s eligibility to work.
d. Industrial Engineering
By definition, industrial engineering is the branch of engineering that deals with the optimization of complex processes or systems. For the R/V Ocean Breeze, industrial engineering is applied throughout the preliminary steps of drawing alternate solutions, and deciding which is the best to go through with. Industrial engineering finds ways to eliminate wastefulness in production processes. The research done on the topic of industrial engineering proved to be invaluable when comparing the pros and cons of possible solutions to each and forming the main idea for the final design solution. With the research completed, the cabin and berthing areas of the R/V Ocean Breeze are able to optimize the space allotted for lab space and to fit Coast Guard inspection requirements.
e. Mechanical Engineering
Although mechanical engineering traditionally deals with the design, production, and operation of machinery and tools, for the purposes of the interior aspects of the R/V Ocean Breeze, mechanical engineering is coming in the form of understanding what requirements need to be met to create a working vessel. For example, the amount of horsepower in an engine is very important and R/V Ocean Breeze has a 500hp engine simply because of all the machinery and tools that go into powering a research vessel. The mechanical side of R/V Ocean Breeze must be able to run smoothly and without any major issues for the span of the vessel’s lifetime.
f. Textile Engineering
The aesthetic appeal of the vessel is very important to take into account. For every different type of fabric, wood, or metal, there are the pros and cons that go alone with them. Textile engineering deals with the physical making of materials, and therefore has an inside look at the strengths and weaknesses of most products. Textile engineering relates to R/V Ocean Breeze because of the matrices and decisions that went into using one material or device over another material or device.
g. Transportation Engineering
Transportation engineering is invaluably important in the creation of R/V Ocean Breeze. The safety of students is the main concern of the Marine Academy of Science and Technology, and therefore the main concern of the instructors and crewmembers of the R/V Ocean Breeze. The main topics of transportation engineering that apply to the R/V Ocean Breeze are the following: construction, operation, maintenance, safety, timeliness, convenience, comfortable, and economical. The final solution for R/V Ocean Breeze must take all of these aspects into consideration to be a viable option for the Marine Academy of Science and Technology.
h. Putting-Out System
Based on the financial records of the Blue Sea in the past (from 2009-2014) the majority of work being done on the MAST vessels has been subcontracted out to different companies. West Marine works heavily with MAST, and we have a good relationship with them. Large pieces of the vessel (especially the hull) will be subcontracted out to different companies for maintenance and mechanical work. Additionally, R/V Ocean Breeze will be sent out to a Coast Guard station in order to go through proper inspections and sea trials to verify the vessel’s use.
i. American System of Manufacturing
The American System of Manufacturing is based on the use of interchangeable parts and the use of the mechanization to mass-produce them. The process is much more efficient all around: speed, yield, and labor. The construction of the R/V Ocean Breeze follows the American System of Manufacturing so that the materials and pieces of equipment used to build and operate the vessel are universal in the maritime industry. In case of an issue with any aspect of the vessel, the situation would be resolved much quicker and in the most cost effective way buy having generic parts one could find at a local shop. By creating parts specific to MAST’s R/V Ocean Breeze, the Board of Education would be spending unnecessary money.
j. Prefabrication
Very rarely is there a ship that is fully built in the same spot all together. R/V Ocean Breeze is no different. The vessel is a combination of many different mechanisms, the majority of which are built off site and sent into the main construction area. The entire aluminum hull is the main construction station, but machines like the engines and generator are sent in from different areas, possibly even different countries. For example, the company that supplies the A-Frame MAST is using for the vessel is located in Norway.
k. Construction
The first half of construction is the most important part in the entire process. The interior design of R/V Ocean Breeze is mainly planning, designing, and financing the entire vessel in order to make it ready for occupancy. During this portion of the project, the R/V Ocean Breeze must be properly mapped out, with all aspects of the vessel being annotated and all measurements being labeled. It is imperative that the primary steps to the construction process are completed properly, because if the steps are completed to satisfaction, the small mistake made could end up having a very large effect when physically building the vessel
l. Electronics
Advanced technology and electronic systems are the backbone for the need of the new R/V Ocean Breeze to replace the old R/V Blue Sea. The electronics that are mainly used in the R/V Ocean Breeze are small pieces put together to collect data. These electronics are located in the wheelhouse and the cabin. The equipment sends information from the wheelhouse into monitors and TV screens below deck. Electronics play a big role in the functionality of the R/V Ocean Breeze.
III. Science Principles in R/V Ocean Breeze
a. Color Psychology
Color psychology can be related all the way back to the ancient Egyptians, who studied the effect main colors had on people’s moods. The Egyptians also used them to accomplish holistic beliefs. However, one of the more modern experimenters of color psychology was a Swiss man by the name of Carl Jung. Jung conducted research, which led him to the development of art therapy.
Currently, however, the research is being led in the direction of education, which is where the connections to the R/V Ocean Breeze come into play. The main color scheme for the vessel is yellows, blues, and greens. The natural colors combine well together, and flow with the environment surrounding the Sandy Hook Bay and Atlantic Ocean. Shades of yellow enhance concentration and promote happiness. Yellows and beiges are the colors of the walls in the cabin, wheelhouse, and berthing area. However, yellow can be overpowering, so the color will be used in moderation with the blues and greens. Different shades of blue encourage students to feel calm and comfortable in the environment in which they are learning. The trimmings are the different shades of darker, richer blue. The greens come into play in the various painted areas in the head and berthing area. Greens symbolizes nature, and is a perfect match for any student from the Marine Academy of Science and Technology
b. Interior Design
Similarly to color psychology, interior design is an idea that has been around for centuries. The origins connect back to the first person who attempted to make their environment more aesthetically pleasing and comfortable. Although there is no name associated with this beginning, a man by the name of Charles Locke Eastlake published a book in 1872 speaking about the particular architectural interest of interior design. The jobs of interior designers have taken a turn from simply choosing paint colors and furniture, to completing full-scale models, drawings, and renovations of houses they are working with.
For the interior architectural aspect of the R/V Ocean Breeze, it is imperative that there are proper working drawings and models showing what exactly is going into the final product. Currently, there are two developmental drawings completed on AutoCAD, multiple Revit sketches, and multiple rendered models of the final product.
c. Forces on Buildings
Although the R/V Ocean Breeze is not an actual building, forces still act on the vessel. There are three main forces that affect structures: gravity forces, lateral forces, and temperature. Gravity forces are also known as “live loads” and “dead loads” for example, people, furniture, electronic equipment, and water/snow are live loads, while a building’s substructure and superstructure are dead loads. Due to Coast Guard safety regulations and classroom standards, no more than thirty people can fit on the R/V Ocean Breeze at one time. To match the thirty people on the vessel at one time, there are thirty-six adult life-vest, twenty-four child life-vests, and thirty-six worker crew vests. The gravity load brought on by people will change every time someone gets on or off the vessel. Furniture includes the lab tables, storage cabinets, refrigerator, stove, chairs, and benches. The furniture aspect of gravity will not change drastically over the course of R/V Ocean Breeze’s life span, seeing as most of the additions are bolted into the flooring. The pieces of electronic equipment are mostly placed in the wheelhouse, with the exception of the monitors on the large tables in the cabin, and the lighting systems. Again, these pieces of equipment do not change the gravity weighing the vessel down, besides the first time the equipment is put onto the vessel. The weight of water and snow changes with the weather, but is heavier during the winter months compared to the summer months. The only dead loads in the vessel are the aluminum hull holding the vessel together, and the engines, generator, and propeller built in.
Lateral Forces are seen in R/V Ocean Breeze through wind, seismic changes, and waves. The large majority of R/V Ocean Breeze’s lifetime is on the water, therefore seismic changes do not affect the vessel as much as wind and wave changes. Wind loads act horizontally, and sometimes upward depending on the position of the structure. The ocean is able to compromise with the weight of the shifting vessel due to the wind. The vessel does not sway back in forth, instead it rocks left and right depending on the strength of the wind. Wave loads generally force builders to create buildings designed to allow waves to go through the structure, because of the constant and strong force acting against the structure. Again, the vessel deals with wave forces by moving gently with the wave, and bobbing in the water. The gravity of the vessel allows for the R/V Ocean Breeze to not move drastically every time the hull is hit with a wave.
There are two forces due to temperature: expansion and contraction. Expansion occurs when a material heats up so the material can elongate or expand, causing failure or damage to places where beams and columns connect, while contraction occurs when a material gets cold and the material shrinks or contracts, also causing some type of failure at the connection. These two issues are solves in the R/V Ocean Breeze by not having the hull be separate parts. Once the main bow is built, the stern is connected through welding, and unable to be separate by contraction or expansion. Instead, if the aluminum gets heated, the vessel will simply contract and expand as one piece of solid material. Either way, the expansion and contraction will not effect the size of the R/V Ocean Breeze by more than a few inches.
IV. Technology Principles in R/V Ocean Breeze
a. Revit
Revit is the software program that the final solution of R/V Ocean Breeze is being completed in. This program is defined as being a building information modeling software used by architects, structural engineers, designers, and contractors. Revit offers users the chance to design different types of buildings, structures, and various other models in 3D. The program also has 2D drafting elements, as well as 4D BIM tracking capabilities.
Using Revit to create a research on such a large scale like the R/V Ocean Breeze has been a difficult experience. Revit is used for drawing houses and buildings, not architectural views of ships. The means for drawing certain aspects of the ship simply are not there. For example, the program does not allow for the slope of the boat as it gets closer to the water line and meets in the middle – Revit claims that the object created with that drawing is structurally unstable and does not allow the drawer to be completed. However, the main rooms, such as the cabin and the berthing area, can be drawn out using straight lines and approximations.
b. AutoCAD
AutoCAD is a computer aided design software used for 2D and 3D drafting. The program is mainly designed for use by drafters, but architects, engineers, and surveyors also use AutoCAD. The program mainly features different combinations of straight lines, dimensions, and annotations, that allow for high quality and fast-moving rendering.
R/V Ocean Breeze’s original developmental drawings were completed in AutoCAD. The program allowed for the easy creation of simple lines and annotations. Additionally, AutoCAD allowed quick and simple changes of dimensions and annotations to adapt to the ever-evolving designs of the vessel. After the developmental work was completed in 2D in AutoCAD, the drawings were imported to Revit, where the drawings were used as a base for the 3D model.
V. Mathematical Principles in R/V Ocean Breeze
a. Optimization
Optimization, also known as mathematical programming, is the collection of mathematical principles and methods used for solving quantitative problems in order to maximize or minimize a value. Problems to do with optimization generally include three elements: a single numerical quantity/function that is to be maximized/minimized, a collection of variables to be manipulated, and a set of constraints. Figure 12 shows an example of optimization. There are no set formulas to follow, simply general rules.
For the space on the R/V Ocean Breeze, optimization is important. There are multiple constraints involved, with not much leeway. However, the design of the research vessel is not a traditional form of optimization. Included in the problem situation are constraints, and a set of quantities that are to be maximized. This maximization does not come in the form of numbers, but in the form of how many objects and pieces of equipment can fit in the space allotted to give maximum comfort, maneuverability, and safe occupancy.
b. Architecture in Mathematics:
Historically, architecture is a section of mathematics, and, for many different periods, the two concepts were completely interchangeable. The first mention of mathematics in architecture is found in the Great Pyramid built at Giza in Egypt around 2575 BC, for King Khufu. These pyramids were very important to the people of Egypt, and they even had a goddess of surveying, named Seschat. Although there is no actual proof that the sophisticated geometry architects and builders use today can be found in the structure of the pyramids, there are people who hypothesize that numerical coincidences are not actually numerical coincidences.
Number ratios were also a huge part in the design of the Parthenon in Athens. The ratio of 2:3 and their squares 4:9 were fundamental in the base layout of the Parthenon. The base was constructed from 3 triangles, with side lengths of 3 and 4, and a hypotenuse of 5. The concept of a 3:4:5 right angle triangle is heavily relied upon in modern day calculus.
As for the volume of certain areas, a modern day studier of the Parthenon, a man named Berger, noted that the Greek sculptors relied heavily on the ratios of height:width:length. The sculptors created their own system of calculating the amount of a material could go in what place, which has evolved into modern day architecture. For the cabin and wheelhouse of the R/V Ocean Breeze, these concepts of volume of a room, show in figure 13 below, has become instrumental in balancing the volume of the room, compared with Coast Guard requirements, classroom requirements, and additions that the teachers from the Marine Academy of Science and Technology would like to have in the new vessel.
The requirements for the Coast Guard are mostly for safety, such as the number of life vests required on a vessel with a length of 75’ and beam of 20’. These life vests need storage space in the cabin, which amasses to taking up quite a lot of space. All vessels greater than 65’ must have a working galley, head, and berthing area. The requirement for this area takes out a large chunk of possible cabin space. However, the Coast Guard also requires that there is a certain amount of area for student and teacher movement in the case of emergency, which takes away from the space that students are allowed to work. Additionally, there must be space factored in for the thickness of water-tight walls, movement up and down stairs, and the opening and closing of hatches. Both the stairs and the hatches cannot be covered by anything, otherwise the area would be in violation of emergency action and Coast Guard standards. After factoring all of these requirements out of the volume of the cabin and wheelhouse spaces, the space for work, furniture, and
equipment is left, shown in figure 14.
VI. Conclusion
In conclusion, project R/V Ocean Breeze’s interior architectural aspect’s end goal is to have completed developmental work and working models to assist Mr. Moore in a presentation to the board of education. The final design solution is a variation of the two alternate solutions. The solution includes an area for group studying, area for individual/partner studying, and a large wheelhouse filled with special navigation equipment and updated technology. Additionally, there is a room for a berthing area and galley, and a room for the engines, generator, propeller, and their circuit systems.
The project fits into the Systems Engineering II capstone course by being a project that interacts with the environment and a new construction. There are five examples of engineering in this portion of the project, which include naval architecture, industrial engineering, mechanical engineering, textile engineering, and transportation engineering. The manufacturing needed for this design includes the putting-out system, the American system of manufacturing, and prefabrication, which all has categories in construction and electronics.
The most significant technology aspects of my project are the use of the computer programs Revit and AutoCAD to draw developmental work and models. These programs allow for both 2D and 3D drawings to be completed. The science concepts discussed in my paper include the idea of color psychology and interior design techniques, while the main mathematic concept is optimization.
Works Cited
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2015.
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Jan. 2015.
Massachusetts Institute of Technology. "NLopt Tutorial." - AbInitio. N.p., n.d. Web. 20
Jan. 2015.
"Meaning of Colors." Empower Yourself With Color Psychology. N.p., n.d. Web. 17 Jan.
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The National Research Council. Science at Sea: Meeting Future Oceanographic Goals
with a Robust Academic Research Fleet. Washington, D.C.: National Academies,
2009. Print.
Nicoletta. "The History of Interior Design." SBID. N.p., n.d. Web. 20 Jan. 2015.
O'Connor, J.J., and E.F. Robertson. "Mathematics and Architecture." Mathematics and
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Postolache, Andra. "Color Psychology in Identity and Branding - Designmodo."
Designmodo. N.p., 26 June 2012. Web. 20 Jan. 2015.
Schwertly, Scott. "The History of Color Psychology." Ethos3 A Presentation Design
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Ms. Green and Mr. Cuttrell
Systems Engineering II
21 January 2015
STEMM Report for R/V Ocean Breeze
I. Introduction
a. Problem Scenario
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.
b. Proposed Design Solution
The final solution of the interior architectural aspects of the design is a Revit drawing with a walk through of the cabin, wheelhouse, and berthing area. In addition to the Revit drawing, the solution is drawn in freehand as a rendered picture, using the proper colors, textures, and descriptions to show what is used. The AutoCAD drawings used as working drawings are presented in part of the group’s final solution as well.
The final solution is a combination of two of the original alternate solutions. On the port side, towards the stern, there are three tables lining the side with benches underneath, where students will sit during teacher lectures. Built into the desks are three computer monitors, which display maps and information from the wheelhouse in a constant stream. Under the benches at the tables are a variety of adult and child life jackets. Closer to the bow, still on the port side, are three cabinets for storage of crew life jackets, crew overalls, and crew boots. Through the door on the port side is the entrance to the head, where there is a toilet, sink, and closet for cleaning supplies. In the center of the cabin towards the bow there is a lab table with a sink and storage area underneath for supplies such as the rulers used to measure fish, the Kemmerer bottle, the microscopes, and other lab supplies. Note that anywhere there is storage; there is grip material to hold the supplies down, and the closets, drawers, and cabinets all lock magnetically when they close, so that supplies are stationary when the boat is rocking. On the starboard side of the cabin, there are sets of tables with stools. This is the area for individual/small group student studying. Additionally, it is the area where labs are conducted, and the water testing is done. On the starboard side towards the bow, there is an eyewash and shower station, which is required when using any type of chemicals.
Through the door into the adjourning room is the berthing area. Having a galley and a berthing area is a requirement for any 75’ vessel. In the berthing area there are four beds for crew in the case of an overnight trip, as well as a refrigerator, stove, and oven. To the starboard side of the berthing area, towards the stern there is a closet for various supplies and the central system for the air conditioner. All the way forward in the berthing area is a set of three double tier lockers, for crew and captain use. Towards the far stern of the ship, there is one room for the engines, propeller, and generator. Additionally, in the engine room of the ship, there are three circuit breakers, each connected to an engine or propeller.
Figure four shows the AutoCAD drawings with the solution’s descriptions and measurements (in blue and red respectively). Figure five and six show the evolved solution as a Revit drawing, with the proper colors and textures that go along with the proposed schedule of furniture, lighting, plumbing, electrical systems, and safety/crew requirements. Note that certain pieces of furniture in the Revit drawing are not the same as they are proposed in the aforementioned schedules. The furniture components included are the closest match that could be found throughout the Revit files.
II. R/V Ocean Breeze in Systems Engineering II
a. R/V Ocean Breeze as a New Construction
R/V Ocean Breeze is heavily based off of the Marine Academy of Science and Technology’s current vessel, R/V Blue Sea. During the first steps of the project, discussions about simply renovating the Blue Sea occurred, instead of going to great lengths of creating a new vessel. However, after a long interview with Captain Andrews, renovating the Blue Sea turned out as an implausible option, thus a newly constructed and designed final solution was demanded. However, the design plans for the R/V Ocean Breeze are a large combination from various designs of ships over the .years, heavily referencing to NOAA’s Okeanos Explorer. Additionally, Robert G. Allan, Ken D. Harford, and Paul S. Smith’s ideas about small workboats and their designs gave us steps to work with and asked important questions.
b. R/V Ocean Breeze and the Environment
The proposed design solution of R/V Ocean Breeze is an open system. The vessel interacts with the environment of Sandy Hook and the Hudson River. Through trawling during freshmen and senior year, the final design solution will interact with various animals of the Sandy Hook Bay, but most commonly winter and summer fluke, moon snails, and silverside. Sophomore year, students on the R/V Ocean Breeze interact with the environment by collecting water samples from different locations and sending out plankton nets. Junior year, students explore the changing depths of the Sandy Hook Bay.
c. Naval Architecture
Naval architecture is a very important aspect of the final design solution for the R/V Ocean Breeze. Although the main connotation of naval architecture is design, much more information comes into play. Not only does naval architecture discuss the design and construction of marine vessels and structures, naval architecture also refers to the maintenance and everyday operation of the vessel. For the R/V Ocean Breeze, my portion of the project involved the first steps of Naval Architecture: basic and applied research, preliminary design of the vessel, projected testing procedures, and detailed design of the vessel. Additionally, naval architecture involves understanding safety regulations and damage control rules. R/V Ocean Breeze’s passing of the Coast Guard inspection is crucial for the vessel’s eligibility to work.
d. Industrial Engineering
By definition, industrial engineering is the branch of engineering that deals with the optimization of complex processes or systems. For the R/V Ocean Breeze, industrial engineering is applied throughout the preliminary steps of drawing alternate solutions, and deciding which is the best to go through with. Industrial engineering finds ways to eliminate wastefulness in production processes. The research done on the topic of industrial engineering proved to be invaluable when comparing the pros and cons of possible solutions to each and forming the main idea for the final design solution. With the research completed, the cabin and berthing areas of the R/V Ocean Breeze are able to optimize the space allotted for lab space and to fit Coast Guard inspection requirements.
e. Mechanical Engineering
Although mechanical engineering traditionally deals with the design, production, and operation of machinery and tools, for the purposes of the interior aspects of the R/V Ocean Breeze, mechanical engineering is coming in the form of understanding what requirements need to be met to create a working vessel. For example, the amount of horsepower in an engine is very important and R/V Ocean Breeze has a 500hp engine simply because of all the machinery and tools that go into powering a research vessel. The mechanical side of R/V Ocean Breeze must be able to run smoothly and without any major issues for the span of the vessel’s lifetime.
f. Textile Engineering
The aesthetic appeal of the vessel is very important to take into account. For every different type of fabric, wood, or metal, there are the pros and cons that go alone with them. Textile engineering deals with the physical making of materials, and therefore has an inside look at the strengths and weaknesses of most products. Textile engineering relates to R/V Ocean Breeze because of the matrices and decisions that went into using one material or device over another material or device.
g. Transportation Engineering
Transportation engineering is invaluably important in the creation of R/V Ocean Breeze. The safety of students is the main concern of the Marine Academy of Science and Technology, and therefore the main concern of the instructors and crewmembers of the R/V Ocean Breeze. The main topics of transportation engineering that apply to the R/V Ocean Breeze are the following: construction, operation, maintenance, safety, timeliness, convenience, comfortable, and economical. The final solution for R/V Ocean Breeze must take all of these aspects into consideration to be a viable option for the Marine Academy of Science and Technology.
h. Putting-Out System
Based on the financial records of the Blue Sea in the past (from 2009-2014) the majority of work being done on the MAST vessels has been subcontracted out to different companies. West Marine works heavily with MAST, and we have a good relationship with them. Large pieces of the vessel (especially the hull) will be subcontracted out to different companies for maintenance and mechanical work. Additionally, R/V Ocean Breeze will be sent out to a Coast Guard station in order to go through proper inspections and sea trials to verify the vessel’s use.
i. American System of Manufacturing
The American System of Manufacturing is based on the use of interchangeable parts and the use of the mechanization to mass-produce them. The process is much more efficient all around: speed, yield, and labor. The construction of the R/V Ocean Breeze follows the American System of Manufacturing so that the materials and pieces of equipment used to build and operate the vessel are universal in the maritime industry. In case of an issue with any aspect of the vessel, the situation would be resolved much quicker and in the most cost effective way buy having generic parts one could find at a local shop. By creating parts specific to MAST’s R/V Ocean Breeze, the Board of Education would be spending unnecessary money.
j. Prefabrication
Very rarely is there a ship that is fully built in the same spot all together. R/V Ocean Breeze is no different. The vessel is a combination of many different mechanisms, the majority of which are built off site and sent into the main construction area. The entire aluminum hull is the main construction station, but machines like the engines and generator are sent in from different areas, possibly even different countries. For example, the company that supplies the A-Frame MAST is using for the vessel is located in Norway.
k. Construction
The first half of construction is the most important part in the entire process. The interior design of R/V Ocean Breeze is mainly planning, designing, and financing the entire vessel in order to make it ready for occupancy. During this portion of the project, the R/V Ocean Breeze must be properly mapped out, with all aspects of the vessel being annotated and all measurements being labeled. It is imperative that the primary steps to the construction process are completed properly, because if the steps are completed to satisfaction, the small mistake made could end up having a very large effect when physically building the vessel
l. Electronics
Advanced technology and electronic systems are the backbone for the need of the new R/V Ocean Breeze to replace the old R/V Blue Sea. The electronics that are mainly used in the R/V Ocean Breeze are small pieces put together to collect data. These electronics are located in the wheelhouse and the cabin. The equipment sends information from the wheelhouse into monitors and TV screens below deck. Electronics play a big role in the functionality of the R/V Ocean Breeze.
III. Science Principles in R/V Ocean Breeze
a. Color Psychology
Color psychology can be related all the way back to the ancient Egyptians, who studied the effect main colors had on people’s moods. The Egyptians also used them to accomplish holistic beliefs. However, one of the more modern experimenters of color psychology was a Swiss man by the name of Carl Jung. Jung conducted research, which led him to the development of art therapy.
Currently, however, the research is being led in the direction of education, which is where the connections to the R/V Ocean Breeze come into play. The main color scheme for the vessel is yellows, blues, and greens. The natural colors combine well together, and flow with the environment surrounding the Sandy Hook Bay and Atlantic Ocean. Shades of yellow enhance concentration and promote happiness. Yellows and beiges are the colors of the walls in the cabin, wheelhouse, and berthing area. However, yellow can be overpowering, so the color will be used in moderation with the blues and greens. Different shades of blue encourage students to feel calm and comfortable in the environment in which they are learning. The trimmings are the different shades of darker, richer blue. The greens come into play in the various painted areas in the head and berthing area. Greens symbolizes nature, and is a perfect match for any student from the Marine Academy of Science and Technology
b. Interior Design
Similarly to color psychology, interior design is an idea that has been around for centuries. The origins connect back to the first person who attempted to make their environment more aesthetically pleasing and comfortable. Although there is no name associated with this beginning, a man by the name of Charles Locke Eastlake published a book in 1872 speaking about the particular architectural interest of interior design. The jobs of interior designers have taken a turn from simply choosing paint colors and furniture, to completing full-scale models, drawings, and renovations of houses they are working with.
For the interior architectural aspect of the R/V Ocean Breeze, it is imperative that there are proper working drawings and models showing what exactly is going into the final product. Currently, there are two developmental drawings completed on AutoCAD, multiple Revit sketches, and multiple rendered models of the final product.
c. Forces on Buildings
Although the R/V Ocean Breeze is not an actual building, forces still act on the vessel. There are three main forces that affect structures: gravity forces, lateral forces, and temperature. Gravity forces are also known as “live loads” and “dead loads” for example, people, furniture, electronic equipment, and water/snow are live loads, while a building’s substructure and superstructure are dead loads. Due to Coast Guard safety regulations and classroom standards, no more than thirty people can fit on the R/V Ocean Breeze at one time. To match the thirty people on the vessel at one time, there are thirty-six adult life-vest, twenty-four child life-vests, and thirty-six worker crew vests. The gravity load brought on by people will change every time someone gets on or off the vessel. Furniture includes the lab tables, storage cabinets, refrigerator, stove, chairs, and benches. The furniture aspect of gravity will not change drastically over the course of R/V Ocean Breeze’s life span, seeing as most of the additions are bolted into the flooring. The pieces of electronic equipment are mostly placed in the wheelhouse, with the exception of the monitors on the large tables in the cabin, and the lighting systems. Again, these pieces of equipment do not change the gravity weighing the vessel down, besides the first time the equipment is put onto the vessel. The weight of water and snow changes with the weather, but is heavier during the winter months compared to the summer months. The only dead loads in the vessel are the aluminum hull holding the vessel together, and the engines, generator, and propeller built in.
Lateral Forces are seen in R/V Ocean Breeze through wind, seismic changes, and waves. The large majority of R/V Ocean Breeze’s lifetime is on the water, therefore seismic changes do not affect the vessel as much as wind and wave changes. Wind loads act horizontally, and sometimes upward depending on the position of the structure. The ocean is able to compromise with the weight of the shifting vessel due to the wind. The vessel does not sway back in forth, instead it rocks left and right depending on the strength of the wind. Wave loads generally force builders to create buildings designed to allow waves to go through the structure, because of the constant and strong force acting against the structure. Again, the vessel deals with wave forces by moving gently with the wave, and bobbing in the water. The gravity of the vessel allows for the R/V Ocean Breeze to not move drastically every time the hull is hit with a wave.
There are two forces due to temperature: expansion and contraction. Expansion occurs when a material heats up so the material can elongate or expand, causing failure or damage to places where beams and columns connect, while contraction occurs when a material gets cold and the material shrinks or contracts, also causing some type of failure at the connection. These two issues are solves in the R/V Ocean Breeze by not having the hull be separate parts. Once the main bow is built, the stern is connected through welding, and unable to be separate by contraction or expansion. Instead, if the aluminum gets heated, the vessel will simply contract and expand as one piece of solid material. Either way, the expansion and contraction will not effect the size of the R/V Ocean Breeze by more than a few inches.
IV. Technology Principles in R/V Ocean Breeze
a. Revit
Revit is the software program that the final solution of R/V Ocean Breeze is being completed in. This program is defined as being a building information modeling software used by architects, structural engineers, designers, and contractors. Revit offers users the chance to design different types of buildings, structures, and various other models in 3D. The program also has 2D drafting elements, as well as 4D BIM tracking capabilities.
Using Revit to create a research on such a large scale like the R/V Ocean Breeze has been a difficult experience. Revit is used for drawing houses and buildings, not architectural views of ships. The means for drawing certain aspects of the ship simply are not there. For example, the program does not allow for the slope of the boat as it gets closer to the water line and meets in the middle – Revit claims that the object created with that drawing is structurally unstable and does not allow the drawer to be completed. However, the main rooms, such as the cabin and the berthing area, can be drawn out using straight lines and approximations.
b. AutoCAD
AutoCAD is a computer aided design software used for 2D and 3D drafting. The program is mainly designed for use by drafters, but architects, engineers, and surveyors also use AutoCAD. The program mainly features different combinations of straight lines, dimensions, and annotations, that allow for high quality and fast-moving rendering.
R/V Ocean Breeze’s original developmental drawings were completed in AutoCAD. The program allowed for the easy creation of simple lines and annotations. Additionally, AutoCAD allowed quick and simple changes of dimensions and annotations to adapt to the ever-evolving designs of the vessel. After the developmental work was completed in 2D in AutoCAD, the drawings were imported to Revit, where the drawings were used as a base for the 3D model.
V. Mathematical Principles in R/V Ocean Breeze
a. Optimization
Optimization, also known as mathematical programming, is the collection of mathematical principles and methods used for solving quantitative problems in order to maximize or minimize a value. Problems to do with optimization generally include three elements: a single numerical quantity/function that is to be maximized/minimized, a collection of variables to be manipulated, and a set of constraints. Figure 12 shows an example of optimization. There are no set formulas to follow, simply general rules.
For the space on the R/V Ocean Breeze, optimization is important. There are multiple constraints involved, with not much leeway. However, the design of the research vessel is not a traditional form of optimization. Included in the problem situation are constraints, and a set of quantities that are to be maximized. This maximization does not come in the form of numbers, but in the form of how many objects and pieces of equipment can fit in the space allotted to give maximum comfort, maneuverability, and safe occupancy.
b. Architecture in Mathematics:
Historically, architecture is a section of mathematics, and, for many different periods, the two concepts were completely interchangeable. The first mention of mathematics in architecture is found in the Great Pyramid built at Giza in Egypt around 2575 BC, for King Khufu. These pyramids were very important to the people of Egypt, and they even had a goddess of surveying, named Seschat. Although there is no actual proof that the sophisticated geometry architects and builders use today can be found in the structure of the pyramids, there are people who hypothesize that numerical coincidences are not actually numerical coincidences.
Number ratios were also a huge part in the design of the Parthenon in Athens. The ratio of 2:3 and their squares 4:9 were fundamental in the base layout of the Parthenon. The base was constructed from 3 triangles, with side lengths of 3 and 4, and a hypotenuse of 5. The concept of a 3:4:5 right angle triangle is heavily relied upon in modern day calculus.
As for the volume of certain areas, a modern day studier of the Parthenon, a man named Berger, noted that the Greek sculptors relied heavily on the ratios of height:width:length. The sculptors created their own system of calculating the amount of a material could go in what place, which has evolved into modern day architecture. For the cabin and wheelhouse of the R/V Ocean Breeze, these concepts of volume of a room, show in figure 13 below, has become instrumental in balancing the volume of the room, compared with Coast Guard requirements, classroom requirements, and additions that the teachers from the Marine Academy of Science and Technology would like to have in the new vessel.
The requirements for the Coast Guard are mostly for safety, such as the number of life vests required on a vessel with a length of 75’ and beam of 20’. These life vests need storage space in the cabin, which amasses to taking up quite a lot of space. All vessels greater than 65’ must have a working galley, head, and berthing area. The requirement for this area takes out a large chunk of possible cabin space. However, the Coast Guard also requires that there is a certain amount of area for student and teacher movement in the case of emergency, which takes away from the space that students are allowed to work. Additionally, there must be space factored in for the thickness of water-tight walls, movement up and down stairs, and the opening and closing of hatches. Both the stairs and the hatches cannot be covered by anything, otherwise the area would be in violation of emergency action and Coast Guard standards. After factoring all of these requirements out of the volume of the cabin and wheelhouse spaces, the space for work, furniture, and
VI. Conclusion
In conclusion, project R/V Ocean Breeze’s interior architectural aspect’s end goal is to have completed developmental work and working models to assist Mr. Moore in a presentation to the board of education. The final design solution is a variation of the two alternate solutions. The solution includes an area for group studying, area for individual/partner studying, and a large wheelhouse filled with special navigation equipment and updated technology. Additionally, there is a room for a berthing area and galley, and a room for the engines, generator, propeller, and their circuit systems.
The project fits into the Systems Engineering II capstone course by being a project that interacts with the environment and a new construction. There are five examples of engineering in this portion of the project, which include naval architecture, industrial engineering, mechanical engineering, textile engineering, and transportation engineering. The manufacturing needed for this design includes the putting-out system, the American system of manufacturing, and prefabrication, which all has categories in construction and electronics.
The most significant technology aspects of my project are the use of the computer programs Revit and AutoCAD to draw developmental work and models. These programs allow for both 2D and 3D drawings to be completed. The science concepts discussed in my paper include the idea of color psychology and interior design techniques, while the main mathematic concept is optimization.
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2015.
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Krenn, Janet. "ODU Student Hits the High Seas to Map Underwater Canyons."Virginia
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Jan. 2015.
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Jan. 2015.
"Meaning of Colors." Empower Yourself With Color Psychology. N.p., n.d. Web. 17 Jan.
2015.
The National Research Council. Science at Sea: Meeting Future Oceanographic Goals
with a Robust Academic Research Fleet. Washington, D.C.: National Academies,
2009. Print.
Nicoletta. "The History of Interior Design." SBID. N.p., n.d. Web. 20 Jan. 2015.
O'Connor, J.J., and E.F. Robertson. "Mathematics and Architecture." Mathematics and
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Sunday, October 26, 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
Alternate Solution 1
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 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:
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.
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 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 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 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.
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.
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 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.
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.
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 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
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