ssc-391 evaluation of marine structures
TRANSCRIPT
SSC-391
EVALUATION OF MARINESTRUCTURES EDUCATION IN
NORTH AMERICA
NTIS #PB96-1 67598
1996
This document has been approvedfor public release and sale: its
distribution is unlimited
SHIP STRUCTURE COMMITTEE
Mr. Thomas H. Peirce Mr. Edwin B. SchimlerMarine Research and Development Associate Administrator for Ship-
Coordinator building and Technology DevelopmentTransportation Development Center Maritime AdministrationTransport Canada
Mr. Robert McCarthyDirector, Survivability and StructuralIntegrity Group (SEA 03P)
Naval Sea Systems Command
Mr. Thomas ConnorsActing Director of Engineering (N7)Military Sealift Command
EXECUTIVE DIREÇrQR CONTRACTING OFFICER TECHNICAL REPRESENTATIVE
CDR Stephen E. Sharpe, USCG Mr. William J. SiekierkaU. S. Coast Guard Naval Sea Systems Command
SH T OMMIUEE
The SHIP STRUCTURE SUBCOMMITTEE acts for the Ship Structure Committee ori technical matters by providing technicalcoordination for determiriating the goals and objectives of the program and by evaluating and interpreting the results in terms ofstructural design, construction, and operation.
MILITARY SEALIFT COMMAND
Mr. Robert E. Van Jones (Chairman)Mr. Rickard A. AndersonMr. Michael W. TournaMr. Jeffrey E. Beach
AMERICAN BUREAU OF SHIPPING
Mr. Glenn AsheMr. John F. ConlonMr. Phillip G. RynnMr. William Hanzalek
SOCIETYOF NAVAL ARCHITECTS ANDMARINE ENGINEERS
Dr. William Sandberg
CANADA CENTRE FOR MINERALS ANDENERGY TECHNOLOGIES
Dr. William R. Tyson
L$NAVAL ACADEMYDr. Ramswar Bhattacharyya
!. S. MERCHANT MARINE ACADEMYDr. C. 8. Kim
U. S. COAST GUARD ACADEMYLCDR Bruce R. Mustain
U. S. TECHNICAL ADIVSORY GROUP TO THEINTERNATIONAL STANDARDS ORGAN IZATION
CAPT Charles Piersall
AMERICAN WELDING SOCIETYMr. Richard French
MARITIME ADMINISTRATION
Mr. Frederick SeiboldMr. Richard P. VoelkerMr. Chao H. LinDr. Walter M. Maclean
NAVAL SEA SYSTEMS COMMAND
Mr. W. Thomas PackardMr. Charles L NullMr. Edward KadalaMr. Allen H. Engle
SHIP STRUCTURE COMMITTEE
The SHIP STRUCTURE COMMITTEE is constituted to prosecute a research program to improve the hull structures of ships arid othermarine structures by an extension of knowledge pertaining to design, materials, and methods of construction.
RADM J. C. Card, USCG (Chairman)Chief, Office of Marine Safety, Securityand Environmental Protection
U. S. Coast Guard
DEFENCE RESEARCH ESTABLISHMENT ATLANTIC
Dr. Neil PeggLCDR Stephen GibsonDr. Roger HollingsheadMr. John Porter
SHIP STRUCTURE SUBCOMMITTEE LIAISON MEMBERS
NATIONAL ACADEMY OF SCIENCES -MARINE BOARD
Dr. Robert Sielski
NATIONAL ACADEMY OF SCIENCES -All 'Rl ; S
Dr. John Landes
WELDING RESEARCH COUNCILDr. Martin Prager
AMERICAN IftON ANDSTEEL INSTITUIEMr. Alexander D. Wilson
QEEIGEQE NAVAL RESEARCHDr. Yapa D. S. Rajapaske
MASSACHUSETTS INSTI T T H
CAPT Alan J. Brown
STUDENT MEMBERMr. Jason MillerMassachusetts Institute of Technology
Dr. Donald LiuSenior Vice PresidentAmerican Bureau of Shipping
Dr. Ross GrahmHead, Hydronautics SectionDefence Research Establishment-Atlantic
U. S. COAST GUARD
CAPT George WrightMr. Walter LincolnMr. Rubin Sheinberg
TRANSPORT CANADA
Mr. John GrinsteadMr. Ian BaylyMr. David L. StocksMr. Peter Timonin
GY
Member Agencies:
American Bureau of ShippingDefence Research Establishment Atlantic
Maritime AdministrationMilitary Sealift Command
Naval Sea Systems CommandTransport Canada
United States Coast Guard
ShipStructure
Corn m itteeAn Interagency Advisory Committee
C. CARDRear Admi .1, U.S. Coast Guard
Chairman, Ship Structure Committee
Address Correspondence to:
Executive DirectorShip Structure CommitteeU.S. Coast Guard (G-M MS/SSC)2100 Second Street, S.W.Washington, D.C. 20593-0001Ph: (202) 267-0003Fax:(202) 267-4816
SSC-391June 21, 1996 SR- 1372
Evaluation of Marine Structures Education in North America
This report reviews the structural engineering curriculumcontained in the Ocean Engineering and Naval ArchitectureDepartments in North American universities. The report describesundergraduate and graduate programs including marine structurecourses at the various schools. Recommendations towardsimproving marine structural education and the role of the ShipStructure Committee are included. Improved training in shipstructural design and construction will be the building blockthat will support the U.S. maritime industry's competitiveness inshipbuilding, maintenance, and repair.
By providing effective steps to improve the marine structuralengineering curriculum in North American graduate andundergraduate programs, this report supports the Coast Guard's"Prevention Through People" program, which addresses the humanerror causes of marine casualties.
Form DOT F 1700.7 (8172) Reproduction of form and completed page is authorized.
Technical Report Documentation Page1. Report No.
SSC-391
2. Government Accession No.
PB96-167598
3. Recipient's Catalog No.
4. Title and Subtitle
Evaluation of Marine Structures Education in NorthAmerica
5. Report DateFebruary 1996
6. Performing Organization Code
8. Performing Organization Report No.
SR13727. Author(s)Yagle, Raymond A.
9. Performing Agency Name and AddressDepartment of Naval Architecture
and Marine EngineeringThe University of MichiganAnn Arbor, Michigan 48109-2 145
10. Work Unit No. (TRAIS)
11. Contract or Grant No.
13. Type of Report and Period Covered
Final Report12. Sponsoring Agency Name and .AddressShip Structure CommitteeU.S. Coast Guard (G-MNS/SSC)2100 Second St. S.W.Washington D.C. 20593-0001
14. Sponsoring Agency CodeG-M
15. Supplementary NotesSponsored by the Ship Structure Committee. Jointly funded by its seven memberagencies.
16. Abstract
This report reviews the structural engineering curriculum contained in the OceanEngineering and Naval Architecture Departments in North American colleges. Thereport includes brief descriptions of the undergraduate and graduate programsincluding marine structure courses at the various schools. The report queriesindividuals and/or organizations representing the various branches of the totalmarine industry that are concerned to some significant degree with structuralanalysis and design. Their impressions and expectations regarding the educationprograms, their satisfaction with their own basic knowledge of and theirconfidence in their current marine structural analysis and design practices, andtheir views on how their own or the marine industry's circumstances with respectto these matters might be bettered, were sought. The report is finalized byproviding recommendations towards improving marine structural education and therole the Ship Structure Committee can play.
17. Key Words
StructuresEducation
18. Distribution Statement
Distribution unlimited, availablefrom: National Technical InformationService, Springfield, VA 22161(703) 487-4650
19. Security Classif. (of this report)
Unclassified
20. SECURITY CLASSIF. (of this page)
Unclassified
21. No. of Pages
126
- 22. Price
$31.00
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TABLE OF CONTENTS
iNTRODUCTION i
NAVAL ARCHITECTURE AND OCEAN ENGINEERING PROGRAMSIN NORTH AMERICA, AND THEIR RELATION TO CURRENT TRENDSAND CONCERNS IN ENGINEERING EDUCATION 4
Engineering Education Trends and Concepts 8
Undergraduate Programs 10
Webb Institute 10
The University of Michigan 13
The University of New Orleans 13
Memorial University of Newfoundland 16The University of California - Berkeley 16
United States Coast Guard Academy 16
United States Naval Academy 19
Virginia Polytechnic Institute and State University 22
Massachusetts Institute of Technology 22
Texas A&M University 25Florida Atlantic University 27
Florida Institute of Technology 27
Graduate Programs 30The University of Michigan 31The University of New Orleans 33
Memorial University of Newfoundland 33
The University of California - Berkeley 33Virginia Polytechnic Institute and State University 34Massachusetts Institute of Technology 35
Texas A&M University 35
Florida Atlantic University 36
Florida Institute of Technology 36
Technical University of Nova Scotia 37
STRUCTURAL ANALYSIS ANI) DESIGN COURSES IN NAVALARCHITECTURE AND OCEAN ENGINEERING CURRICULA 38
Individual Course Descriptions 38
Webb Institute 38
The University of Michigan 40
The University of New Orleans 51
Memorial University of Newfoundland 51
The University of California - Berkeley 60
United States Coast Guard Academy 67
United States Naval Academy 67
Virginia Polytechnic Institute and State University 67
Massachusetts Institute of Technology 72
Texas A&M University 81
Florida Atlantic University 81
Florida Institute of Technology 90
Technical University of Nova Scotia 90
MARINE STRUCTURAL EDUCATION IN RELATION TO PRACTICESAND EXPECTATIONS IN INDUSTRY 97
The Questionnaire 98
The Responses 98
Questions i and 2 98
Questions 3 and 4 102
Question 5 103
Questions 6 and 7 104
Question 8 105
Question 9 105
CONCLUSIONS AND RECOMMENI)ATIONS 106
BIBLIOGRAPHY 115
LIST OF FIGURES
The Webb Program (Reproduced From The 1995-96 "Catalog")
The Michigan Program (Reproduced From The College Of Engineering 1995-96"Bulletin")
The University Of New Orleans Curriculum (Excerpts From The College OfEngineering 1994-95 "Information Bulletin")
The Memorial University Of Newfoundland Program (Reproduced From TheFaculty Of Engineering And Applied Science 1994-95 "Calendar")
The University Of California - Berkeley Program (Reproduced From The FacultyOf Engineering 1995-96 "Announcement")
The Schedule Of Classes At The U.S. Coast Guard Academy (Reproduced FromThe 1994-95 "Catalogue Of Courses")
Program At The U.S. Naval Academy (Reproduced From The 1993-94 "Catalog"And A NAOME Department Pamphlet)
The Program At Virginia Polytechnic Institute And State University(Reproduced From The 1994-95 "Undergraduate Course Catalog And AcademicPolicies")
The Program At The Massachusetts Institute Of Technology (Reproduced FromThe 1993-94 "Bulletin, Courses And Degree Programs Issue")
The Program At Texas A&M University (Reproduced From An Undated Booklet"Ocean Engineering At Texas A&M University")
The Curriculum At Florida Atlantic University (Reproduced From The 1994-95"Undergraduate Catalog")
The Program At The Florida Institute Of Technology (Reproduced From The1993-94 "University Catalog")
Excerpt From Letter From Professor Petrie Describing Structures Content InCourses At Webb
Syllabus For Webb Course NA IV, Ship Structures
Syllabus For Webb Course NA VI, Elements Of Design And Production
Syllabus For Webb Course NA VIII, Ship Design Ii
Syllabus For Webb Strength Of Materials Course
Michigan Catalog Descriptions, And Course Outline For NA 310, MarineStructures I
Michigan Catalog Description, And Course Outline For NA 410, MarineStructures II
Michigan Catalog Description, And Course Outline For NA 510, MarineStructural Mechanics
Portions Of The Table Of Contents Of Advanced Strength Of Materials ByBoresi, Schmidt, And Sidebottom, 5th Edition, Published By Wiley
"NA 310 Course Notes" Table Of Contents (Courtesy Of Vorus And Karr)
"NA 510 Course Notes" Table Of Contents (Courtesy Of Dale Karr)
Course Description For New Orleans NAME 3120, Ship Hull Strength
Course Description For New Orleans NAME 4120, Ship Structural Design And
Analysis
Course Description For New Orleans NAME 4096, Finite Element Analysis InShip Structures
Course Description For New Orleans NAME 4096, Stability Of Ship Structures
Course Description For New Orleans NAME 4151, Small Craft Design
Course Description For New Orleans ENME 4756, Mechanics Of CompositeMaterials
Course Information Sheet For Memorial E6002, Ship Hull Strength
Course Information Sheet For Memorial E7002, Ship Structural Analysis AndDesign
Selected Memorial Calendar Course Descriptions
Course Description For Berkeley NA 154, Ship Structures
Another Course Description For Berkeley NA 154, Ship Structures
Another Course Description For Berkeley NA 154, Ship Structures
Another Course Description For Berkeley NA 154, Ship Structures
Course Description For Berkeley NA 240a, Theory Of Ship Structures
Catalog Description And Selected Assignments, USCG Academy Course 1442,Principles Of Ship Design
Catalog Description And Selected Assignments, USCG Academy Course 1444,Ship DesignlSystem Integration
Syllabus For US Naval Academy Course EN 358, Ship Structures
Course Description And Syllabus For US Naval Academy Course EN 441,Ocean Engineering Structures
Course Description Of Virginia Tech AOE 3024, Structures I
Course Description Of Virginia Tech AOE 3224, Ocean Structures
Course Description Of Virginia Tech AOE 4034, Computational StructuralAnalysis
Course Description Of Virginia Tech AOE 4054, Stability Of Structures
Course Description Of Virginia Tech AOE 4184, Design And Optimization OfComposite Materials
Course Description Of Virginia Tech AOE 4984, Computer-Based Design OfThin-Wall Structures
Course Description Of Virginia Tech AOE 5074, Vehicle Structures
Syllabus For MIT Course 13.04, Marine Structures And Materials
Arrangement Of Structural Courses For MIT III-A, Naval Construction AndEngineering Program (Courtesy Of Alan Brown)
Schedule For MIT Course 13.410, Introduction To Naval Architecture
Course Information And Outline For MIT Course 13.111, Structural Mechanics
Outline For MIT Course 13.1OJ, Introduction To Structural Mechanics
Catalog Descriptions Of Selected MIT Structures Courses
Syllabus For Texas A&M Course CITEN 345, Theory Of Structures
Topics List For Texas A&M Course OCEN 301, Dynamics Of OffshoreStructures
Topics List For Texas A&M Course CITEN 686, Offshore And Coastal Structure
Course Description For Florida Atlantic EOC 4414, Design Of Marine SteelStructures
Course Description For Florida Atlantic EOC 4410C, Structural Analysis I
Catalog Descriptions Of Selected Florida Atlantic Graduate Structures CoursesCourse Description For Florida Tech CVE 3015, Structural Analysis And Design
Course Description For Florida Tech OCE 4574, Structural Mechanics OfMarine Vehicles
Catalog Descriptions Of Selected Nova Scotia Structures Courses
Copy Of Industry Questionnaire Transmittal Letter
Copy Of Industry Questionnaire
Copy Of SSC Project Prospectus That Accompanied Industry Questionnaire
LIST OF TABLES
VARIOUS DEGREE DESIGNATIONS AND LEVELS FOR PROGRAMS OFINTEREST AT INSTITUTIONS INCLUDED IN THIS STUDY
NUMBER OF DEGREES AWARDED IN PROGRAMS OF INTEREST ATINSTITUTIONS INCLUDED IN THIS STUDY
INTRODUCTION
Marine structures education, for the purposes of this study, and hence thisreport, includes the structures portions of both the undergraduate and the graduate
programs at well-recognized schools that grant degrees in the disciplines of navalarchitecture and/or ocean engineering, intending they indicate that the recipients arereasonably capable of analyzing and designing ships and boats and other marinecraft, and/or offshore platforms or other offshore marine systems. This does notpreclude the recognition that many of those in the practice and even the teaching of
marine structural analysis and design may well have earned their degrees at thesesame or at different schools but in other mechanics-based engineering disciplines,
such as civil, mechanical, or aerospace, in applied mechanics, or perhaps at thegraduate level in a narrower specialized field sometimes called "structural mechanics"
or just "engineering structures." Thus the extent to which this may indeed be so is
significant and will be discussed.
There is an undeniable perception that structural considerations are not atpresent being given adequate attention in the curricula at some of the schools ofinterest, and this stems at least in part from differing expectations of whatunderstanding and capability with regard to structural analysis and design thegraduates of these programs should have obtained. This is in fact a perennialproblem that pervades all of higher education. It is essential that students beinformed about as much of the basic knowledge pertinent to their particular field as
possible and gain an understanding of the principles and underlying historicalevolution of ideas and problems that have led to the distinctive definition of that field.But it is equally necessary that they acquire the capacity to contribute their efforts
in practicing professionally in that field, whether that entails resolving typical current
problems with existing approaches and procedures or, less often, conducting and
perhaps directing research and/or development undertakings seeking to enhance and
often to improve them or, more frequently, just to understand the problems
themselves more fully.
These twin demands are clearly evident in engineering education. The programs
at some schools have curricula that emphasize one usually at the expense of
i
satisfactorily achieving the other at the undergraduate level, even though mostschools have until recently not considered the preparation for general practice as themain focus at the graduate level. The degree to which this is so at the dozen or soschools of concern in this project will be assessed. Their programs will be evaluatedprimarily with respect to the content appropriate to the subject of this report, marinestructural analysis and design, while noting that the generic term "ocean engineering3'is unlike "naval architecture" not at all limited to the analysis and design of vesselsand offshore platforms and the structures content therefore in several may not beextensive. Two of the schools are indeed military academies and the somewhatspecial circumstances at them must be acknowledged.
In no instances are the descriptions of and discussions about the programs andthe individual courses, and sometimes even the instructors for those courses,intended to be construed as criticism, favorable or unfavorable. This study sought todetermine how correct the perception mentioned above actually is, and this report willdescribe and discuss the material and other information that permitted someconclusions to be reached. Colleagues at all the schools were helpful in providing thismaterial and interchanges with them have been most beneficial, and are muchappreciated. Many other friends or acquaintances in the marine industry were alsointerviewed andlor responded to, and often elaborated on their answers to, aquestionnaire sent to them or their organizations.
This report will first include brief descriptions of the undergraduate and thegraduate programs at the various schools that satisfy the engineering needs of themarine industry by having created and sustained educational efforts particularly innaval architecture andior in ocean engineering. The material that might have beenincluded is vast indeed. But while the primary interest is in the marine structurescourses, they can only be properly understood, and discussed in the next section of thereport, in relation to the total content of and the other requirements imposed on theseprograms.
A third section of the report will review the responses to a series of questionsaddressed to individuals and/or organizations representing the various branches of thetotal marine industry that are concerned to some significant degree with structuralanalysis and design. Their impressions and expectations regarding the educationprograms, their satisfaction with their own basic knowledge of and their confidence in
their current marine structural analysis and design practices, and their views on howtheir own or the marine industry's circumstances with respect to these mattersmight be bettered, were sought.
The report will be completed with a section providing the conclusions reached asa result of undertaking this project, plus some recommendations suggested by thoseconclusions.
NAVAL ARCHITECTURE ANI) OCEAN ENGINEERDJGPROGRAMS IN NORTH AMERICA,,
AND THEIR RELATION TO CURRENT TRENDS ANDCONCERNS IN ENGiNEERING EDUCATION
The more traditional undergraduate programs in naval architecture in theUnited States and Canada are currently those offered by Webb Institute, theUniversity of Michigan, the University of New Orleans, and Memorial University inSt. John's, Newfoundland. There is a Department of Naval Architecture and MarineEngineering at Michigan and their program includes both the engineering disciplinesnamed if indeed they are considered distinctive (as they sometimes are) rather thanessentially a single discipline. The program at New Orleans is administrativelyoffered by the School of Naval Architecture and Marine Engineering and like Michigantends to consider the two fields a single discipline. That at St. John's is entitled NavalArchitectural Engineering and is administratively actually offered by the Faculty ofEngineering and Applied Science. Until recently the University of California atBerkeley and the Massachusetts Institute of Technology offered similar programs,but those students at Berkeley now are enrolled in the Mechanical EngineeringDepartment even though the Department of Naval Architecture and OffshoreEngineering stills exists and its faculty offer some undergraduate courses in navalarchitecture, and the Department of Ocean Engineering at MIT maintains abachelor's degree-granting program in ocean engineering that also still includescourses in naval architecture.
The other well-established undergraduate ocean engineering programs are atFlorida Institute of Technology, Florida Atlantic University, Virginia PolytechnicInstitute at State University, where the home department is designated theAerospace and Ocean Engineering Department, and at Texas A&M University (atthe College Station campus, not that at Galveston) where it is administrativelywithin the Civil Engineering Department even though the degree is in oceanengineering.
The U.S. Coast Guard Academy and the U.S. Naval Academy are the only twomilitary schools included in this study even though accredited programs are available
4
at two of the maritime academies - in marine engineering systems at the U.S.Merchant Marine Academy and in naval architecture and, separately, in marineengineering at the State University of New York Maritime College - which both
incorporate the so-called Regimental System and could therefore be consideredmilitary, or perhaps quasi-military, schools. They were not included, however,
because so very few of their graduates seek careers practicing naval architecture and
fewer still specializing in marine structural analysis and design. At Annapolis majors
are available in naval architecture, in ocean engineering, and in marine engineering
from naturally enough, the Department of Naval Architecture, Ocean, and Marine
Engineering. At the Coast Guard Academy the single major in naval architecture and
marine engineering, considered a single discipline much as at Michigan and New
Orleans, is offered by the Engineering Department.
Other undergraduate programs or courses not part of this study are therelatively quite new and still small but coherent and accredited one in oceanengineering at Rhode Island, and the sequences of courses in naval architecture
offered within the Mechanical Engineering Department at the University ofWashington. Those at the two military academies are indeed only included because
graduates who have completed these programs often do enter into the practice of
naval architecture and/or ocean engineering immediately after fuffilling their service
obligations or even later when retiring after often gaining service experience or
possibly additional formal education that might suggest that choice is quiteappropriate. These late entrants to the field have sometimes majored in engineering
disciplines other than naval architecture or ocean engineering while earning their
undergraduate degrees at the academies.
These dozen institutions are thus at present the principal sources of very nearly
all of those naval architecture and/or ocean engineering bachelor's degree-level
graduates now entering practice or continuing their studies at the graduate level, and
have been (with some variations at several of the schools) the sources for the last
several decades. They are also schools that have traditionally offered graduate
programs in naval architecture and/or ocean engineering, and still do with the
exception of the military academies and Webb - which is initiating a master's degree
program in "Ocean Technology and Commerce" as this is written. Again, severalother institutions do have graduate programs in ocean engineering, notably Hawaii,
Miami, New Hampshire, and Rhode Island, and there is now a graduate program in
5
naval engineering at the Naval Postgraduate School in Monterey. But limiting thestudy to these dozen schools and dealing with their undergraduate curricula and thecorresponding graduate programs, but including also the graduate program at theTechnical University of Nova Scotia, would seem sufficient to gain an adequateunderstanding of and to describe adequately the state of marine structures educationin North America. Table i indicates the degrees at all levels granted by theseinstitutions.
6
TABLE iVARIOUS DEGREE DESIGNATIONS AND LEVELS FOR PROGRAMS OF INTEREST AT
INSTITUTIONS INCLUDED IN THIS STUDY.
Sources: Bulletins (Catalogs, Calendars) of the various schools (see BIBLIOGRAPHY) and personalcommunication.
B - Bachelor degree, whether B.S.E., B.Sc.M - Master's degree, whether M.S.E., M.Eng., MS., M.A.Sc.E - Professional degree, Naval Engineer, Naval Architect, Ocean EngineerD - Doctorate, whether D.Eng., D.Sc., Ph.D.
7
INSTITUTION DEGREE DESIGNATIONS AND UNITS DEGREE LEVELS
Webb in Naval Architecture and Marine Engineering by WebbInstitute
B'
Michigan in Naval Architecture and Marine Engineering by theDepartment of Naval Architecture and MarineEngineering
B, M2, E3, D4
New Orleans in Naval Architectural and Marine Engineering by theSchool of Naval Architecture and Marine Engineering
B, M
Memorial in Naval Architectural Engineering, also in OceanEngineering at Graduate Level, by the Faculty ofEngineering and Applied Science
B, M
Berkeley as Ocean Engineering Option in Mechanical Engineeringat undergraduate level and in Naval Architecture andOffshore Engineering at graduate level by Departmentof Naval Architecture and Offshore Engineering
B, M, E, D
Coast GuardAcademy
in Naval Architecture and Marine Engineering by theDepartment of Engineering
B
Naval Academy in Naval Architecture or in Ocean Engineering (or inMarine Engineering) by the Department of NavalArchitecture, Ocean and Marine Engineering
B
Virginia Tech in Ocean Engineering at the undergraduate level and atthe Master's degree level, but in Aerospace and OceanEngineering at the Doctor's degree level, by theDepartment of Aerospace and Ocean Engineering
B, M, D
MIT in Ocean Engineering at the undergraduate level and inOcean Engineering or Naval Architecture or as NavalEngineer at the graduate level by the Department ofOcean Engineering
B, M, E, D
Texas A&M in Ocean Engineering by the Department of CivilEngineering
Florida Atlantic in Ocean Engineering by the Department of OceanEngineering, but also Master's degree in CivilEngineering as well as Ocean Engineering
B, M, D
Florida Tech in Ocean Engineering by the Department of OceanEngineering
B, M, D
Nova Scotia in Naval Architecture by the Department of MechanicalEngineering
M, D
Engineering Education Trends and Concepts
These programs, however, are among a number of other programs in engineeringoffered by the respective institutions and the departments involved are just singleindividual units among a number of departments with, again, Webb being theexception. Usually, a teaching department is administratively within a college, andthe college one of a number within the institution as a whole. Many policies of onesort or another, certainly financial support, admission standards, and other factorsare not set entirely at the discretion of the faculty members of a single department.They do largely determine the curricula of their particular programs once they arecreated, through even the establishment of individual courses and to some lesserextent their content generally are reviewed and approved by a college-levelcurriculum committee so as to avoid redundancy, insure quality, and, often today, toreduce costs and maintain some efficiency in the offerings overall. Large enrollmentsin any course are viewed with favor by the college administrators, and the coursemay even be presented with large lecture sessions being given by a professor andseveral so-called recitation sessions directed by relatively inexpensive teachingassistants if the enrollment is large enough and, hopefully, the subject matter isamenable to such a format. Very small enrollments, especially in undergraduatecourses, often attract the attention of administrators and can lead to elimination orrevision, including being offered less frequently.
Faculty members are also not entirely free to direct their own efforts as theyalone may choose. Those associated with most of the programs listed in the foregoingmust conduct research as well as teach, and have administrative committeeassignments andlor counseling responsibilities and other service-type duties. Mostpresumably are permitted to do some consulting, and several of particular interest tothis study as well as many others have outside activities extensive enough towarrant personal incorporation. While the concepts of tenure and academic freedom,the requirements for promotion at large universities, and other such matters arebeyond the scope of this study, it is pertinent to note that younger and newer facultymembers are in fact judged and rewarded largely upon the extent and level ofsophistication of their publications and the number and the quality of the thesesproduced by the doctoral students they have directed. Both of these depend largely
upon the extent and level of sophistication and thus the number and the quality of theresearch endeavors for which they have obtained funding. While such anarrangement is not at all inconsistent with the overall academic mission of the large
research university as it exists in North America today, it has led to faculties in anygiven discipline that often consist mostly of the best and brightest doctoralgraduates
in that discipline from one of the schools having almost immediately obtained ateaching position at one of the others and thus having gained very limited if any
experience or knowledge concerning professional practice in industry. While this is
not entirely characteristic of any of the schools being reviewed, it is to some greater
or lesser degree the situation at many of them and probably increasingly so at most.
In recognition of this several have appointed as "adjunct" professors individuals with
industrial experience whose presence at the schools may have been prompted by the
need to hire them to take advantage of their experience to assist in conducting
research, but anticipating they may also teach for perhaps several years. Othershave hired local practicing naval architects and/or ocean engineers as lecturers, often
for a single course for a single term. This procedure is also often followed, however,
because of the lack of adequate regular faculty members, possibly because ofsabbatical leaves, sickness or similar temporary circumstances; but it has all toooften recently been necessary because a retired professor has not been permanently
replaced, very possibly due to declining enrollment in the program The nature of any
of these programs is thus subject to temporary and even permanent modifications
because of such changes in the size and composition of the faculty.
But programs must also be changed if the "service courses" which are included
in the curricula are altered. These obviously include the basic courses inmathematics - typically through differential equations - and chemistry, physics, and
often computer programming and usage included in all undergraduate engineering
curricula, but termed service courses because they are typically given by a unit other
than the departments responsible for the naval architecture and/or ocean engineering
programs of interest in this study. This is usually also the situation with regard tothe introductory courses in thermodynamics, electrical and material science andengineering, and mechanics - statics, dynamics, fluid mechanics, and solid mechanics
(mechanics of deformable materials or bodies, strength of materials, or whatever
name may be used). Changes may also be caused by revisions in composition and/or
technical writing requirements or arrangements, decisions by the entire school or
- lo -
college with regard to the number and distribution of elective courses in thehumanities and social sciences, or other similar factors.
That curricula are in a seemingly perpetual state of transition is therefore anaccepted situation, in engineering education in any case, but this condition stems asmuch or more from the technological changes - actually the pace of technologicaladvances - that are affecting the knowledge and understanding needed to practice inany of the engineering disciplines.
Undergraduate Programs
Adequate descriptions, for the purpose of this report, of the individualundergraduate programs dealt with can best be accomplished by reproducing here asfigures the typical term-by-term course listings andlor other excerpts from theircatalogs (or bulletins or calendars, as they are sometimes called) trusting that thecourse titles are representative enough to preclude the need to provide also each andevery one of the individual course descriptions usually also contained in the catalogs.Pertinent marine structural analysis and design course descriptions, and thesyllabuses for them, will be included in the next section of this report, however.
Webb Institute
Webb is unique among the programs of interest to this study, in severalrespects. First, all of the entering students are there to study only naval architectureand must all complete the identical sequence of courses created, and truly integrated,with that beneficial circumstance providing a distinct advantage not presentelsewhere. Basic mechanics, for example, need not be introduced first in generalphysics courses and then essentially retaught in engineering science courses and thenrevisited in professional courses as is characteristic in the curricula at other schoolsat which the contents of the physics courses, with ABET - Accreditation Board forEngineering Education and Technology - encouragement, are usually determined by asomewhat remote physics department. At Webb material first taught in engineeringscience courses can be used in the various naval architecture courses thatimmediately follow very much as if the two courses are considered together a singleentity. There are several other arrangements by which Webb can gain special
efficiencies not possible at other schools, mostly including introductory material,analysis techniques, and even applications in earlier courses - in structures orhydrodynamics or marine engineering - that directly pertain to or even specificallyinitiate the procedures and exercises to be dealt with in a following design course.Having eight-week practical work periods in the marine industry required each year isobviously also an important bonus to the Webb curricula. Despite the lack of themuch more extensive supporting infrastructure found at most of the otherengineering schools, including relatively large faculties from other engineeringdisciplines available certainly to influence and possibly to improve and expand theeducational experiences of students, it is universally acknowledged that Webbprovides a thoroughly satisfactory if not exemplary education to its students. Thattheir program is as comprehensive as it is may be due largely to efficiencies of thetype listed above and more credit hours per semester and totally than required byother programs; but many believe the balance obtained between imparting knowledgeand understanding, and simultaneously instilling in the graduates the capability for
them to be able better to meet the expectations found in the marine industry thatthey also be able to carry out the routine tasks along with the more complex anddemanding ones in particular, is accomplished because the faculty at Webb consistsprimarily of individuals with professional experience in industry and they are notdistracted continually or evaluated to the same extent by the heavier other demandsand expectations beyond teaching well as are their colleagues at the major researchuniversities. The curricula at Webb is shown in the course listing in Figure 1.
- 11-
SCHEDULE OF COURSESThe sutccti o( instruction. ¡iven &tint each of the fot yeas.
we listed on the fo ng pages.
A aancstcr ho% represents one hour o( recitation u two hours
Sophonorrs
Rn* Semesia
Second Semester
First Semester
Second Semester
Jwitiors
Human Experience IIEngineering EconomicsProbebdity and Random PrsscsMarine Engineering IV-
Machine Design and Transmission SystemsElectrical Engineering I - Circuits andBoNaval Architecture III - Ship Resistance and
ProponNaval Arch ¡lecture 1V - Ship Structure
American Politics and Foreign PolicyMarine Engineering V - Steam PlantsEngineering LaboratoryElectrical Engineering H - Machines and ControlsNaval Architecture V - Ship HydrodynamicsNaval Atchitecturc VI - Elements of Ship
Design and ProductionThesis
Ethics and the ProfessionShip ViliationsNaval Architecture VII - Ship Design IMarine Engineering VI - Diesel Engines.
Plant Design and Comparative EconomicsThesis
Professional Comirsinkations 2Naval Architecture VIII - Ship Design IlNaval Architecture IX - Propdllcr Design
and Vibrations 3
Naval Architecture X - Special Topscs in NavalArchitecture 2
Seminar O
Selected Topics 3
16
Sent
3
Oaas
3
I I
3 3
3 3
3
2
3
19
Satisfactory completion of S weeks practical work is required.
2 23 32'h 43 44 4
3 4'h I
is n
Seni. Cla.ss
His. Ura.3 3
3 34 6
4h 5
2h 5
17 22
tifactory completion oIS weeks pr-actical wort is requiresi
3'h
FIGURE 1. THE WEBB PROGRAM (REPRODUCED FROM TillE 1995-96 "CATALOG")
2
4
21
26
3
25
2
3
23
4
o(&sftng u laboratory wut pce week pa se*u.la hour' is intica1 with the Item credit ho.
11 icem sesr-
FreshmenFirst Semester Sent
HQ
His.Technic.aJ Communications 2 2
Mathematics I - Caki.thrs I 4 4Genc Oy 3í/i 4Ptiyscs I - Dementaiy Mechanics &
Engincering Statics 4 4Engineering Graphics 2/s 5
Naval Architecture I - Introduction ioShipbuildrng 16 2
Marine Engineering ¡ - introduction ioManne Engineering I 2
-i; 23
S.atistactocy completion o( 8 weeks practical wut is required.
Second
Marine Engineering U - Shipboard Sysserx 3 3The Human Experience I 3 3Mathematics D. Calculus II 4 4Computer Açlicaboms 2 3Physics II - Heat, tigli and Sound 3 4
4 5
19 n
First Semester SemHrs
OatsUrs.
Humanities Elective 3 3
Mathematics [U - Difrerential Equations 3 3
Computer Programing 2 3
Naval Architecture U 3 4Strength M Materials 4 4Dm 4 4
19 21
Satisfactory en pletioc of 8 wecki practical work is required.
Second Sea
Westem Literature 3 3
Mathematics IV - Adved EngineeringMath 4 4
Physics 111 - Electricity and Magnetism 3 4
fluid Mechanics 3 3
3 3
Marine Engineering [Il- Ship Systems II 4 4
20 21
The University of Michigan
The current undergraduate curriculam at Michigan, while similar in many waysto that at Webb, is almost classical in its structure and content including as it doesonly minor modifications over the last decade or two. It is shown in Figure 2. Tworecent changes that should be noted are the insertion among the program subjectsjust after the introductory course entitled Marine Design, of one new one devoted toproduction considerations, replacing the more traditional course in hydrostatics andstability which is now covered more completely in the introductory course and in thesecond new course entitled Marine Hydrodynamics I. The latter course also includesmost of the material previously taught in a more general fluid mechanics servicecourse offered by the Mechanical Engineering Department, and required in most ofthe other mechanics-based programs such as civil and mechanical engineering butnot aerospace. The traditional resistance and propulsion material is now included inthe Marine Hydrodynamics II course, probably giving the impression to some thatnaval architecture and marine engineering is now even mor.e predominantlyconcerned with hydrodynamics rather - of which more later - than the long-standing"four areas of concentration" referred to in the Technical Elective requirements.These only recently were "ship" strength, hydrodynamics, power systems, anddynamics (vibrations and rigid body motions, both of which are periodic), and are nowpreceded by the designation "marine" to reflect that they now are more devoted to amore systems-oriented treatment involving all types of marine systems and not just
to ships and boats.
The University of New Orleans
The undergraduate program at New Orleans is very similar to that at Michiganprior to the recent changes noted above, coherent to the same degree and structuredin an almost identical manner. It is illustrated in Figure 3. The individual coursetitles include the prefix "offshore structure and ship" (i.e., Offshore Structure and ShipStrength I and Offshore Structure and Ship Dynamics II) rather than the moregeneric "marine", but there does indeed seem to be somewhat more coverage ofoffshore platforms in several of the courses and in the overall curriculum then is thecase at Michigan. There are not, however, any courses dealing specifically with some
of the many other ocean engineering topics.
- 13-
Eng 103(3 h(s), Eng 104(3 h(s). Eng 106(4 his), or Eng 107(4 his) aceptabI; Eng 106
or Eng 107 preferred, I hot% cour4ing as free-electi' credit.
FIGURE 2. '[liE MICHIGAN PROGRAM (REPRODUCED FROM 'l'ifE COLLEGE OFENG1EER1NG 1995.96 'BULLETIN)
- 14-
Hoss
Subjects required by al! proçrams (56 hit.)
(See der Minirnisn Cc,mrici'r Pjirarn(s, page 57,
12345678
Mathematics115,116,215,nd216 16 4 4 4 4
English 125, CoflegeWritirÑ 4 4
Personal Computing 3 3
Chemistyl30and 125or210ni0 211 5 5
Ptsics140withLab141;240wthLaÖ241 8 4 4
Senor Technical Communication 3 3
Humanities and Social Sciences (see pages 61. 65) 17 6 3 - - 4 4
Advanced Mathematics (ihr,.)
Mathemahcs 350 3 -
Related Technical Sub/acts (16 bit.)
MOE 250, Pun of Eng Materias 3 - 3
ME 211, lntw to Solid Mecha'iics 4 - - 4
ME 240, Intro to Diamics 3 - - - 3
ME 235. Thermodynamics I 3 - - - 3
EECS314Cc1Mdcs 3 3
Program Sub/acts (38 Ire.)
NA 270, Marine Design 3 - 3
NA 275. Marine Systen Man,ing 3 - - 3 -
NA31O,MañneStructuresl 4 - - - 4 - -
NA 320, Marine Hydrodynam I 4 - - 4 -
NA321,MaiineHrodynamicsl 4 4 -NA 330, Marine Power Systen'61 4 4 - -
NA 340, Manne YynamicsI 4 4 -
NA391,MarineLab 3 3 -
NA 470, Ship Design or NA 471.
Off shore Eng Design 3 3 -
NA 475, Design Pro 3 3
NA 481, Protal Meth in Marine Sys 3 3 -
Technical (Fact/ns (9 M.)These must include at least two at the second
courses in the four areas at concanf ration-NA 410, Marine Struc Il, NA 425. Envir Ocean
Dynamics; NA 430, Mar Pe Systems II;
xNA44O,MacDynamicsl 6 3 3
Another Technical Elective 3 3
Free Electives (6 bra.) 6 33-Total 121 1817151515171516
Required Programs Sample Schedule by Tarin
AN YEAfiDIOL 1157, 115$Ms O'MATH 2111, 2112'PI(YS 1061.10630CM 1017'cScI 1201D4GR 1000D4E 17*1
.LP4IOR YEARECON 2000'ENEE 25-00, 3518, 3501ENME 3020. 3716, 3720. 3770NAME 3120, 3130, 314.0.3150, 3100
2150
NAME 2180N*M( 3061NAME 30*2NAME 3013NAME 3091NAME 30*4NAME 3120
MJ.0 3130kAMt 3140NAME 3160NAME 3160
MAME 3*00NAME 4098NAME 4097NAME 4120PIAulE 4130NAME 4131
KAMt 413$
NAME 4141NAME 4142NAME 4150
NAME 41314.,ME 4155
NAME 4180NAME 4182
NAME 4171NAJ.lE 41*1
CRKS
CR HRS37
10
$OPI4OMOfC YEASS DIGL 21123 MATH2IIS.22.21
10 P*(v110624 EM.lE 27503 CHEM 101V, 10233 EN 2311, 2350. 2351I NAME21SO,21003 Sod. Sdnc S.ctv'
15
35
lITRO TO SI-W & 0FFSH01$TRUCTt.WtS DES & ONSTR
F0F4 CAIC & STABUTYNAVAL A4 0ES P11OJTMA DIG 0ES PROJETvccw. PROSS P4 NAVAL A?C34
AL 6S PI MA4E DIOVL4L PROPS PI UAFN( DIGOFFSI«W STJCT &
D* $TTOIGTh IC DIO I SITaI
C%1PUT PI NAVAl. ARCH51* F*S1STAN & PROPILSION
FIO S1*ICT'IJ( I51*
-sI. HON ThVWM. TOPICS PI NAVAL MDIvew TOPICS P4 M.*J1 BIG51* STfl.IAL ANALY51$ & oaW,C D4G*IGI
JAJTY. AVALANJ1Y I MAI«DIG SYSTEMS
INTRO TO COMPUTATIONAL RI.DVN.4i.I AND HEAT TPANSF
51Â DONPXL MOOSG
F$Ho ST!UCTUF3 &51* DESIGN:« cï :=-i
OFSH0rC STT.ICfl.S &51* DES PROJET
51* HvD400YNAMIcs IVSHO STflUCTI. &51-IP DY?4AJC3 I
AD$IWALTY LAW FOR DIGI4ATS FOR MANIE DESIGN
- 15-
SENIOR YEARns EIcvs'
Soc& Sd.nc. 's EVS'
LJtcatti Osctivu'o'ENGR 3000NAME 4150. 4155NAME EIctIvu'
3I3357e3
cfi HP.33
3e3Ie
JI33
ANALY*S$ + DE31 TOTAL
2.0 + 1.0 s 3.03.0 . 0.0 - 300.0 f 3.0 - 3.00.0 f 3.0 $00.0 + 1.0 1.00.0 1.0 1.00.0 + 1.0 - 1.0
1.0 f Ii 3.0LO + 1.0 - 3.01.0 0.0 1.01.1 + 1.1 3.0
2-I f 1.1 4.00.0 f 30 - 3.02.0 f 1.0 3.00.0 + 3.0 3.0LO + 1.0 3.00.0 + 3.0 - 2.0
0.0 f 3.0 3.0
0.0 f 3.0 3.00.0 s 3.0 3.00.0 + 3.0 - 3.0
0.0 f 3.0 3.00.0 3.0 3.0
0.0 f 3.0 - 3.01.0 + LO 3.0
0.0 + 3.0 - 3.02.0 + 0.0 2.01.0 + 2.0 - 3.0
FIGURE 3. THE UNIVERSITY OF NEW ORLEANS CURRICULUM (EXCERPTS FROMTHE COLLEGE OF ENGINEERING 1994-95 "iNFORMATION BULLETIN')
2 -333 3e
Memorial University of Newfoundland
The undergraduate program at Memorial reflects the fact that high schoolgraduates in Canada have advanced further than is generally true in the UnitedStates and therefore their curriculum need not include for example such courses ascomposition and general chemistry and physics in the first year, nor the electives inthe humanities and social sciences scattered throughout the curriculum that arerequired in the U.S. The graduates of this program are thus nearly but not quite fullyequivalent in educational breadth and professional preparation to those receivingmasters degrees at most of the other schools being described here. They canspecialize to some extent in selecting technical electives in the last two terms, asshown in the chart in Figure 4, concentrating perhaps in production managementrather than entirely in the design of ships or platforms or even submersibles. Theprofessional content of what must still be termed an undergraduate curriculum isperhaps stronger and more varied than that offered by any of the schools in the U.S.
The University of California - Berkeley
The current undergraduate curricula in naval architecture at Berkeley is shown
in Figure 5. It will evidently be changed somewhat as the program soon becomesestablished as another regular option in ocean engineering in the MechanicalEngineering Department, but the ocean engineering courses will then still be given bythe faculty in the present Naval Architecture and Offshore Engineering Department.It would perhaps be more meaningful to include here the curriculum as it was severalyears ago at Berkeley - and maybe at all of the other schools, since graduates thatcompleted those curricula are the ones now among the practicing naval architects inthe marine industry - but this project is intended only to evaluate education in
marine structures as it exists now and to make recommendations that could becarried out only in the future. That curriculum at Berkeley was not too different from
that shown in the figure and also then included fewer professional courses than those
at Webb or Michigan or New Orleans.
United States Coast Guard Academy
At the Coast Guard Academy the major of interest is accredited as in naval
architecture and marine engineering combined, as noted above has been the case
- 16 -
CHART OF THE UNDERGRADUATEENGINEERING CORE PROGRAM
C S.
1312MECH. I
1333BASIC EL.EC.CONC. CIRC.
1404UN. ALO.
1412lUTE R MEO.
CALCULUS
1502(NG IN.
DESIGN I
100WSOFTWARE
APPt
2
C .S.
2205CHEM. & PNV.0F ENG. MAT. I
2312MECH. I
2420S TRUCT.
PR 0G RAMM.
2421PROS. 6
STATISTICS
2502(NGIN.
DESIGNI
NOTE A woit.ho oo..si ¿2$OWI I. P.44 o p$o, to th. .tò,i e th. $p4lvg
FIGURE 4. THE MEMORIAL UNiVERSITY OF NEWFOUNDLAND PROGRAM(REPRODUCED FROM THJ FACULTY OF ENGINEERING AND APPLIEDSCIENCE 1994-95 CALENDAR")
- 17-
T.çtg*i E1.cth,,
CHART OF 114E NAVAL ARCHITECTURAL ENGINEERING CURRICULUM
7 s
7021PRROPULN.£FflCICNCY
QQ4
FLOATiNGOCH. STRUC.
DESIGN
7833STRESS
ANALYSIS
8048MAINTENANCE
ENGR. SYS.
7824AUTOMATIC
CONTROL
lOSSSUBMERSIBLES
DESIGN
7032KYDROELASI1CIrY
6 CONTROL OFOCEAN VEHICLES
P002MARINE
PRODUCTIONMANAGEMENT
/
$065SHIP OPtRN.
MANAGEMENT
3 4 1 S 7 S
3102KVAT
4102ENGINEERINGECONOMICS
Cs.6101
ASSESS. OFTECHNOLOGY
I.E. FE.
3205CHEM 6 PNV.
OF ENG MAT. II
4312MECHANICS
SOtIOS I
8312MECHANICS
SOliOS II
0041MARINE
ENG. SYS. ITE. TE.
3312MECHANICAL
III
4321THERMO.
DYNAhCS I
4342FLUbS I
0002SNIP HULLSTRENGT14
7002SI41P STR.
DESIGN
$000N.A.E. PROJECT
3411APPt.. DtFF.(OUATIONS
4.422NUMERICALMETHOQI
5432ADVANCEDCALCULUS
6032SHIP HULL
VIBRATIONS
7031SI4IP
DYNAPIC$
8014MARINI
HYDROOYNAMC$
3841(Lfd/MdlCOP4VRSN
4822MECHANICAL
DESIGN
5011REPINCEB PØOPN I
6871PHYSICAL
METALLURGY
7041MARINE
ENO SVI I
8022DESIGN
OPTIi.8ZAT1ON
3052SHIP
DESIGN I
4011SHIP
STATICS
5041SHIP PROON
MOMT
6883ELECT. FO
NON Ef.
7011SHIP
DESIGNI
8054ADVANCED
MARINE VEHICLES
Prugrni in Nna1 .n ifttclure 120 lilitEffective fall 14, nsi io d t&n&rgrduaie Naval Aichiie'ctiuedegree program w closed. Cci ibe Studeri ANam O(fict formore informaxicm. Studeiis admitted be tore fall l4 should cocnpktethe following ogram.
Sophomore Year
Math 50A. 508. Differential Equatkms, Linear
-18-
Eksmcs mu im!s sù coiu'.cl o( kmz 3 units ec n nv humuniues uM socuisusadaes sckiied Irons uts uççicocJ list o( cva O( ihcse ut ksi c.nc .onrw musi lv a
çours ien From tti cunrns çro'.ed rsi ol ccazrscs Sc List E ut dvHumjnuie uM So.ul Siud,c-. .c1)on on mtc 9 Onc ostrs musi s ,ckcsrit troni tc
Eng USI. 63 or Ci' Eng !t'.
FIGURE 5. TIlE UNIVERSITY OF CALIFORMA - BERKELEY PROGRAM(REPRODUCED FROM TIlE FACULTY OF ENGINEERING 1995-96"ANNOUNCEMENT)
Algebra, Multivariable Calculus 4 4
Physics 78, 7C. Physics for Scientists and Engineers 4 4
Engin 36, Engineering Mechanics I 2
Engin 45, Popetties of Malerials 3
Engin 77, Problem Solving Using Computers[FORTRAN] 3
Beetives 6
Total 14 16
Junior Year
Mec Eng 104. Engineering Mechanics II 3
Mec Eng 106. fluid Mechanics 3
Mec Eng 105, TherTnedynamics 4
Gv Eng 130. Mecttanics of Materials 3
Nay Arch 151, Statics of Naval Architecture 4
Mec Eng 133. Mechanical Vibrations 3
Stai 25. Introduction to Probability and Statistics forEngineen 3
EECS lOO. Electronic Techniques for Engineers 4
'Electives 3
Total 14 16
Senior Year
Nay Arch I52A, l52B. Ship Dynamics 3 3
Mec Eng 107A. Experiinentatioo arid Measurement 3
Nay Arch 154. Ship Structures 3
Nay Arch l55A. l55B. Ship Design 4 4
Ci' Eng 167. Engineering Project Management 3
'Electives 3 4
Total 16 14
'Electives 4 4
Tot-al is is
Chemistry IA. Genera] Oiemastry 4
Physics 7A, Physics for Scientists and Engineers 4
Engin 28. Engineering Graphics 3
Nay Arch IO, Ship Syscrns (recommended. notrequired) 3
Freshman Year Fall Spring
Math IA. IB. Calculus 4 4
at several of the other schools, but only four program-defining courses are required.And though all of the topics that are covered in the other programs are dealt with tosome extent in the first two courses, their treatment just cannot be as thorough or asat several of the other schools, but only four program-defining courses are required.And though all of the topics that are covered in the other programs are dealt with tosome extent in the first two courses, their treatment just cannot be as thorough or asdeep. The curriculum, shown in Figure 6, culminates in a principles of design courseand the capstone one entitled Ship Design/System Integration that does view the shipas a system and presumably does "integrate" economics and construction and otherconsiderations with design decisions much as implied in the currently comprehensiveand fashionable approach entitled concurrent ship design. The marine engineeringcontent of the program is for the most part included in courses offered by themechanical engineering staff of the Engineering Department.
United States Naval Academy
The two Naval Academy majors of greater interest to this study are those innaval architecture and in ocean engineering, that in marine engineering seeminglybeing less total ship or offshore platform focused and more representative of thedistinct marine engineering options that once existed at several of the other schools.The ocean engineering majors must complete a series of courses, given in Figure 7,that comprehensively treat ocean systems as engineering systems and the emphasisis not as much on physical oceanographic processes and experimentation as ischaracteristic of some other ocean engineering curricula. Those students majoring innaval architecture complete a curriculum, also shown in Figure 7, not unlike those atWebb, Michigan, New Orleans, and Memorial in structure and sequence, and incontent. They are also offered a wide array of technical electives, including forexample one devoted to the naval architectural aspects of submarine design andanother covering such advanced marine vehicles as hydrofoils and submersibles andground-effect machines. The analysis and design of foils (i.e., hydrofoils) is dealt within a course that treats marine propellers as well, using lifting line and lifting surfacetheories. A course entitled Advanced Methods in Ship Design and another calledAnalytical Applications in Ship Design and other electives clearly establish that eventhough the program at Annapolis is obviously only for undergraduates it does notsuffer in comparison with the undergraduate programs at other schools where theexistence of a graduate/research program and utilizing the same faculty in both
- 19 -
- 20 -
FIGURE 6. TIlE SCHEDULE OF CLASSES AT TIllE U.S. COAST GUARD ACADEMY(REPRODUCED FROM THE 1994-95 "CATALOGUE OF COURSES")
FALL SEMESTER
FOURTH CLASS YEAR
SPRING SEMESTER
0901 Academic Orientation 0903 Academic Orientation2111 English Comp and Speech 1112 Intro to Engr and Design3111 Calculus! 2123 Intro to Literature5102 emisuyl 3117 Calculus 117102 Found of Computer Sci 5106 Chemistry II8111 OrganiLational Behavior 6112 Nautical Science I
Physical Education Physical Education-ThIRD CLASS YEAR1202 Stcs 1204 Engineering Materials Sci2293 MoralsandEthics 1206 Strength of Materials3211 Muldvariable Calculus 2241 History of the U.S.5262 PhysIcal 3215 Differential Equations6214 NaudcalSciencell 5266 Physical!8201 Leadership I 8203 leadership II
Physical Education - Physical Education
SECOND CLASS YEAR1211 DramEs 1342 PrincofNavalArchitecture1220 Electric Circuits and 1353 Thermal Systems Design
Machines 1459 Heat Transfet1340 fluid Mechanics 2263 American Government1351 Thermodynamics 3415 AdvEngineeringMath6316 NauticaiScienceffi Physical Education-
Physical Education-FIRST CLASS YEAR1442 Principles of Ship Design 1444 Ship Design/System Integ1453 Ship Propulsion Design 2493 Maritime Law Enforcement2391 LegaI Systems 6418 Nautical Science IV5330 Oceanography 8311 Economics
MajorArea Elective Free Elective-PhysicalEducation Physical Education-
Naval Architecture Major
Ca1Tia V4pâ *tidt'ioø lo *4 rIq.drb c( p yw)M3. Nt3fl. P4UJ. lO, NS4ØX,Maabz 90)2. 1;Sc 71I. '21tHa I*. HI p* twe
E £F3. aQii. DiCh, D. D.43)& DÜ1. FSO. 41Ma SOU. D'43S3. D435& . V443& 4471. D. p two .aptfr
PEQL4REO COURSES:
Ocean 5yteqr reecflSteçtI of Matecia
modFkidNovi Mote,ob Science and
Sip )+ycxirioTiCs and StobtyPetonce d Popiion
Mone
S D'ssi I & U
Ocean Engineering Major
CTkIiza Requ1fewDt1 (b addition b *4 requirements cl plebe year)Prv1essn.ik P4Ln.NL4. NN. NSJ1O. NS4OX4atheo%at 9012. SM221;
Sciee W21 I. SP2 12.
1QUD COURSES:
Ocean Sitr EnneeShength ol Mateii
Fid DixtrácsMa'.d Mote Science andErneeghhcjc))on )o OceanographyOcean Ergneeeng $tn.hsesOcean Ereerii MechoiricsOcean Sy1r6 Er9neeñig Design i & i
Marine Engineering Major
CiiicJia Requhrruw.b Vin addit io *4 requirements cl pkbe year)Pm1eisiixak M. N1... NL4V$. NS3IO. NS4OX;M&wma&s 9.Q12.SM221, 9i43fl;Sdenier '21.SP212Humz,ibes HH3. H)- arid two e4pctiyEirvrnir FD3%, EE332. aOl). EM217. EM232. D.4319. 4. ES4IM4 2l3, 361. N362. C443. FN4ÓO. EN463. LN46. plus two Ñties: wfree eleri,w.
EI.ECTM COURSES:PEQUD COURSES:
Ocean Sys?er5 ErçieerigStrenglli ol Matendb
Fkid DancsNa.d Mateid Science and
MoÑ* Por Systened neeeaCtC1 ialMie Erigne«ing Design I & Il
Resistance and PropdsionShUndenea Poweq S.sten-6Cocrç*te Method vi MicheotEngneemgNiea Enegy Cotietionindependent Peseoicii Protects
FIGURE 7. PROGRAM AT 1HE U.S. NAVAL ACADEMY (REPRODUCED FROM TRE1993.94 "CATALOG" AND A NAOME DEPARTMENT PAMPHLET)
-21 -
ELECIM COURS
M1c co1or vi S DesignAd.ixcecj Ship StTuc?.ire
Adced Methods n Ship DesignHo(oJ ond Propele DesignAdced MoÁie Vehicles
ane DeEnnee Econonc MoIndependent Reseoich PrOeCI
ECThVE COURSES
urçuter Aided Eneerç and
Mog Po esCoos$c EnneeciiqUrter Vsk $ysterr*Ufe pod SenDesign 04 Fslhor8 lot OceanStnjc%ses
eo POes ai Aoo1i 1f<nsEn'4oinentci Engrieevç ri the Ocean
deçiendent Reseotth Projecb
preparing undergraduate courses and teaching them concurrently with their effortson behalf of the graduate/research program often has some benefit in attaining andmaintaining a somewhat higher level of quality and treatment than would otherwise
be possible.
Virginia Polytechnic Institute and State University
At Virginia Tech the program designated as being in ocean engineering, shown in
Figure 8, does concentrate more on the engineering aspects of marine vehicles and
marine structures than on the ocean environment and such physical processes asestuary hydrodynamics and sediment transport, although the students are required
to complete a course in physical oceanography offered by the Geological Sciences
Department. Enough traditional naval architectural considerations are included in
the undergraduate curriculum generally and in several courses specifically to suggest
that graduates of this program should indeed be as well prepared for practicingprofessionally in the same areas of the marine industry as are those from programs
advanced as being for those interested in becoming naval architects. Marine design is
treated as a process based on many the same considerations that would be involved if
the system of concern were for operation in the atmosphere or in space; and many of
the prerequisite analysis courses in for example dynamics and structures, that must
be completed before the capstone design course in the fourth year, present thematerial in such a basic manner that it is more universally applicable even though
the particular applications are in just aerospace or ocean engineering.
Massachusetts Institute of Technology
The MIT bachelor's degree program in ocean engineering known as Course XIII
is defined in Figure 9, but the format shown as it is presented in their bulletin does not
include a representative or suggested schedule of the courses to be taken each term
(as given for the other schools) and hence the sequential structure can only be
envisioned by combining the courses in the subjects included as General Institute
Requirements with those 11 courses listed for this specific program plus some
number of approved elective courses - restricted and unrestricted. It is apparent,
however, that individual students can with faculty guidance fashion a program that
could be somewhat more specialized than is the situation at any of the other schools
considering the very large number of courses offered by the Ocean Engineering and
- 22 -
FIr*t YearFirst year students we admifled in Generai Enginccnng. the
common freshman cngineenng program for cnginccrngcurricula. This program provides time for the students to adjust
to the college and to select the branch of engineering in which
they arc most intcrtsted AI the end of the yearafta additional
counseling. contacts with the vanous depailments. arid saisfsc-
tory pcogrcssstudents make a selection and, if academically
eligible, ire transferred to the curriculum of their choice.
FIRST YEARF1'w Seme ¡ter
n 1035: Genu Qicmis*iyCbc 1045: Generi C3iemy LâEF 1005: Intioductloii to EngnccnngEngI llOS:FnaiEngftsbMath 1205: CakukslMath 1114: LiocwAlgeb*Elective
Second SemesterCbcm 1036: Gcner O,einistry
C 1046: Gcna cnusUy LibEF 1006: lntsoduction to EngineeringEM 1004: SLatiesErigi 1106: Frts1umw EngIi$bMath 1206: Calculus IMath 1224: Vector Geoenctiy
3 (3)2 (I)3 (2)3 (3)3 (3)2 (2)
(t)Credits (IS)
3 (3)2 (I)3 (3)3 (3)3 (3)3 (3)2 (2)
Credits (1$)
FIGURE 8. THE PROGRAM AT VIRGINIA POLYTECHNIC INSTITUTE AND STATEUNWERSITY (REPRODUCED FROM THE 1994.95 '1UNDERGRADUATECOURSE CATALOG AND ACADEMIC POLICIES")
- 23 -
Ocean ErgIneerIng Program
Credits (IS)
All students must take 6 credits each from Areas 2 and 3o( theUniversity Core Cutricithan The College of Engineering requiresth*6o(thcse I2creditsbe ator abovcthe 2000leveI and6mus*be in a singk discipline. Students graduating in 199* orlata mustuso satisfy Area 7 ix the Core Some Area 7 courses maysimultaneously satisfy Core Area 2 ix 3 or other elective needs
SECOND YE&RPr SemesterESJ4 2004: Mechanics of Defomabic Bodies 3 0)Math 2224: Multivwiable Calculus 3 (3)Phys 2175. Physics I 3 (3)tSE 2014 Engineering Economy 2 (2)ESM 3074: Computational Methods 3 (3)Core n (3)
Crtdtis (li)Second SemesterESM 2304: Dynes 3 (3)Math 2214: Differential E. 3 (3)Phys 2176: PhysIcs U 3 (3)LE 3064: Electical Thoery 3 (3)AGE 3204: Skip Ityomecbaiics 3 (3)Core &vc' (3)
Credits (li)
1IilRD YE&RF'frst SemesAO 3014 Acro/Hydrodynics 3 (3)AOE. 3024 Thin WaDed uctsets 3 (3)AGE: 3034 VIbration and C000l 3 (3)
3134 Thermodissira 3 (3)M: 4564 Operational Methods 3 (3)Goel: 4104 Physical Ocevatgriby 3 (3)
Credits (li)Sid SemesterAC* 3054: liIrumcnt*ioc and Lab 4 (2)AOL 3214: Fundamentals o(O*i EngineerIng 3 (3)AOL 3224: Ocean Stnxtsxvs 3 (3)AGE 3234: Ship Dynasties 3 (3)AGE 4244: Maine Engiriecrag 3 (3)
3 (3)Credits (li)
RXJRTh YEARFiat SemesterAOL 3044: 8ounday Laya and Heat Transfer 3 (3)A0E4065:llesign S (3)A0E4214:WzveMecbanics 3 (3)AOL 4254: Ocean triginecririg Lib 3 (I)Technical Elective (3)Coreckct' 3 (3)
Crcdits (16)Second Semester
AOL 4066: Design S (3)Technical Electives (6)Core ckctivc' (3)Free Electives andlor core vea 7 (3)
Bacb&oç of ScI.nc. hi Ocui EnglnwlngCours. XIIIASS 0F 19.01 . S.. pus. Cwi. a bi
O.n.t R...frim«i. OffiS)
OIR sI.Cb R.q*.4 hr S.L D.i. 11
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1S06tOI hw4c.$os.I2lESt$.0i.lS07
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110313 016 to0x6on 0.n.0t Mods WO
CompuIl. 1LMS1 $01, II6.071 Ei.cVoi*s WO k .1siiIi. 12, S! 16.01.
13.017 Oc**i Sy.*vi L 12. LA 301, 13.01113012
13.01 S 0ss SW I. 12. L.&& e oit.13.017
R.s$tts4 E7.cOs Umi W2si4 .1t 5. li« 01 64 ?.c*Sy t!
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tkmtslctd 4$
7.14 Ur*s 5.ycnd Sis GIRa R.*ed loi S.S. DOii liiR. &cf can bi ooiflsd bi M pail 01 Ois 17-,i.t4.cI 0SWO i. pail 01111106 IIqiÑ,d b. Dis G E
ait4.d liPis ItudIil'$ PII1n14 09iiin *11 ut iOoi Pii 07iai Oi.f '7 b
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aal Pu i gy - a O WO tu lESTs*amsi1 dwWs. *oia taus stIti lo Ise. kusØig64
lambiI 01 O o. g il,1&01 oi wicdus u.t.oi s.vriy_us
P4 J'tiiiai,klss, Ms. ai Sdsnc.i su*ainaiI IWisr .utsoi lu Pi. 6.40 xiv and ,nWsm.1Ad hijdi4 li Pus s4sa piisi
'LiisiII IT.JV lac4is agra Coi bio« lu e susistAdi w, M pWoiuAss 1m oilisi OspsfPnsil.4 e.i.t$.cts bs1ms rirç r t. dsçaibnsil4 WL
M.m40. Piail IIJI*i ais d r Ois oitd dss464Lfl* lEST R.qi*anw* busIly calsO Pis Sdsiuc*s111mon R.quii.msrt Si. uaç*a U km 71.11117 dai. an
toi «Id COsI . m«IL
!.chilot of Science hi Ocean Engin..rhigCours. XIII-C
Cotsae XIII-C is Engl,eering IniemstiPn)Qrafn at enables s1uden b nt*isjrofósslonai expeienc. with thee acaien*vc.1c. wtiF*e st the sanie m prdng Sr ptof fisk educational expenses. Ths fois-ywprogram leads b fis Bsohelor al Sciencis hiOcon Erilneetiig. Sidonts hi tl htemshprogram may also ipIy Sr saton b PisGraduate Sthool b M, fis Bsohelor ofScience nirrentiy with Pie Master of Scienceal tie end of t'ok Sii y, This program is *1of Pis Engineerkig k'Sernshlp Program, da-
hi deta hi Pis Sthod of Engineering
AI UIT sophomores hi good twidln9 can applySr entrance b Pie program. Mernabng periodsal Pie InsUMe and al 000persbng work altes sdon is not dalayed
The companies and la&tables peitclpating hiì0 internship program iv al kiçorteil
of
I aniJytlj,s sudi u construction,- dealgn depment reoeerd and
The Course XIII-C program Ieadln b PisBsotielor of Science hi Ocean Engineering is
radited by the Muecta1lon BoNd IorngI-neering and Tedindogy.
Th. Course XIII-C cu.srlc*j$urn Is kSenticb bCotise XIII. except trial 13.771 Engineeringinternship (12 urts) i Wen hi piaci. of tie12trilts of WidMdual researdi or design project iitie restricted elecùyes. Further details may beobtained from tie depoiuiiert
FIGURE 9. THE PROGRAM AT THE MASSACHUSETFS INSTITUTE OF TECHNOLOGY(REPRODUCED FROM THE 1993-94 "BULLETIN, COURSES AM) DEGREEPROGRAMS ISSUE")
ipi14 PiOgI Lr** I4 so ssS *i. OIR. C'I)
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a
R.qavr*r4 CW bi igr?,.d by 13.017WO 13.01$ 1 V* D.p.1m«*N PT0g(11
the other departments at MIT, even though many of these would not normally beopen to undergraduates. It should be noted that the required program courses includeone entitled Fluid Mechanics for Ocean Engineers and another named Introduction toGeometric Modeling and Computations that are among those offered by the OceanEngineering Department and by its faculty members, even though the general topicsare obviously of interest to the programs in other engineering disciplines. The luxuryof a larger faculty at MIT and elsewhere evidently permits such tailoring of thepresentation of basic material to the needs of a single program, and the benefitderived is obvious. It should also be noted that the solid mechanics course required isthat offered by the Mechanical Engineering Department, however, as is that inelectronics and instrumentation, much as they are at other schools. The "units"assigned to each course are the total of the number of hours of lecture or recitation,the number for laboratory or field work, and for preparation, one unit normallyrepresenting fourteen total hours of work for the term. The Design of Ocean SystemsI and II courses are thus three plus four plus five and one plus four plus seven,respectively, and are similar to the capstone design sequence in most other programsof interest here in that the design process is taught in the first but in the second, atMIT, the student design projects are not usually ships or platform but smallersystems (such as experimental apparatus) and are often actually constructed andoperated.
Texas A&M University
While the undergraduate curriculum in ocean engineering at Texas A&M isrepresentative of those programs designated as in ocean engineering elsewhere,including as it does courses in wave mechanics and other aspects of physicaloceanography along with those in basic coastal engineering and even hydroacoustics,it also includes the mathematics and mechanics and the other engineering sciencesubjects that are included in the early years in naval architecture andlor marineengineering curricula or those of aerospace or civil or mechanical engineering. It isshown in Figure 10. Perhaps because of the close relationship with civil engineeringthere and the basic structures courses required for that discipline, however, oceanplatforms of various types are the focus of several individual courses and the oneentitled Dynamics of Offshore Structures introduces loading prediction and theconcepts of linear structural dynamics as well as dealing with mooring and towinganalyses for example. The Basic Coastal Engineering course, OCEN 400, deals with
- 25 -
Undergraduate Degree Program
B.S. In Ocean Engineering
Fresh man YearFirst Semester CrCHEM 102 Fund. of Chem 113CHEM 112 Fund. ofChem Lab I1ENDG 105 Engineering GraphicsENGL 104 Comp. & RhetoricMATH 151 Engr. Mathematics 1Directed elective iMilitari, air or naval science4PFIED 199
Second SemesterENGR 109 Engineering Prob.
Sohing & ComputingMATH 161 Engineering Math IIPUYS 218 Mechanics 4Directed elective I 6MiIitar, air or naval science4Pl-lED 199
Sophomore YearFirst SemesterMATH 251 Engr. Math 111 3MEEN 212 Engr. Mech.! 3OCNG 401 Intro, to Oceanography 3puys 208 Eleciricity & Optics 4Directed elective I 3Military. air or navalPHED 199
- 26 -
Second SemesterCVEN 205 Engr. Mech. o( Mt Is.MATH 308 Differential EquationsMEEN 213 Engineering Mech. 11OCEN 201 Ini ro. to Ocean Engr.Directed electives iMilitary, air or naval science4PHED 199
Second SemesterCVEN 302 CompAppl.in Engr.& Con.CVEN 365 Geoecbnkal Engr.ENGL 301 Technical WritingOCEN 462 HydromechanicsOCNG 410 Intro, to Phs. Ocn.OCEN 300 Ocean Engr. Wave Mech.
Senior YearFirst SemesterELEN 306 Elec. Circuits & Instrum.OCEN 301 Dyn. of Offshore StructuresOCEN 400 Basic Coastal Engr.OCEN 401 Underwater Acoustics for
Ocean EngineersOCEN 481 SeminarTechnical elective2
Second SemesterCVEN 321 Materials Engr.OCEN 407 Des. of O.E. FacilitiesOCEN 410 Ocean Engr. Lab.Directed elective'Technical electics2
FIGURE 10. THE PROGRAM AT TEXAS A&M UNIVERSITY (REPRODUCED FROM ANUNDATED BOOKLET "OCEAN ENGINEERING AT TEXAS A&MUNIVERSITY1)
Cr'I3
3
6
118
Cr'3
Cr'23333
-
17
Cr'4
i33
3
16
3
3
3I
Cr'34
1
6
17
4 JunIor YearFirst SemesterCVEN 311 Fluid DynamicsCVEN 336 Fluid Dyn. Lab
7 CVEN 345 Theory of StructuresGEOL 320 Geol. for Civil Engrs.
Cr' MEEN 327 ThermodynamicsDirected elective1
such usual coastal engineering topics as seawalls and breakwaters but also isconcerned with offshore pipelines and dredging and control of oil spills - topics includedin what are designated as elective ocean engineering courses at only several of theother schools. There is a single course entitled Principles of Naval Architectureavailable as an elective, and the content is much like the introductory courses at theother schools but does seem to be the only one dealing specifically with ships.
Florida Atlantic University
The other two ocean engineering undergraduate programs, at Florida Tech andFlorida Atlantic, are reasonably similar to that at Texas A&M as comparison ofFigures 11 and 12 with Figure 10 will demonstrate, but Figure 11 shows that thecurriculum at Florida Atlantic does allow for specialization in any of the five areas ofconcentration by means of four technical electives. This is an arrangement commonin many undergraduate civil engineering programs, one of the areas always being instructures, another almost always in materials, and the rest varying with thedifferent schools but more and more including recently one named environmentalengineering. It should be noted that the area in fluids (parallel to one often found incivil engineering named hydraulics or hydrological engineering) at Florida Atlanticincludes two courses called Ship Hydrodynamics I and II, and these and several of thestructures courses do indeed include considerations of ships and offshore platforms aswell as submarines and submersibles. The basic mechanics courses - in statics,strength of materials, dynamics, and fluid mechanics - and those in engineeringmaterials and thermodynamics, the basic engineering science courses required in allundergraduate programs in the mechanics-based disciplines, are offered byDepartment of Ocean Engineering at Florida Atlantic and hence can presumablyinclude some ocean engineering applications. The undergraduate enrollment isevidently large enough to permit this, and the benefits are obvious. Note also inconsidering Figure 11 that at Florida Atlantic the fall and spring terms are regularsemesters but the summer term is only about six weeks in length.
Florida Institute of Techno'ogy
Florida Tech's undergraduate program is in some ways less comprehensive thanthat at Texas A&M and Florida Atlantic, but with a somewhat smaller faculty andsomewhat fewer students the basic engineering science courses, for example, are with
- 27 -
28 -
FIGURE 11. TIlE CURRICULUM AT FLORIDA ATLANTIC UNIVERSITY (REPRODUCEDFROM TRE 1994-95 IrUNDERGRA])UATE CATALOG")
ma pc,fvrsd program b *is yiN st,dec** s Third Spug TsdmFid M EOC 3123 3
E0C3200 3
First Fai TsrmCci.g. V*tfrig I (Gordon Rd.) ENC 1101 3
E0C3306 3
T.di*al flsws I aa i CfJ2G5 3 12
O.nec hensby i Lab HM2045LCaSc*.dus I (Gordon RiM)coRE coula.
MAC33II 4 flrd S4.nlr 114111CORE si...
Reason and Vus (GR) PHI 1030 3 nd GEA2000 3
Indudion Io Ocean Tedrii Eledhu. 2 3EOC3000 i ECO2023 asubtotal 15 ttc4al i
First Sprtng 111m Fourth Fai 1mmGene I PHY3O4O 4 Ptiys. O ogrsply & WaysGenersJ Pcs i Lab PHY30L E0C4422 3Cabi H (Gordon Rue) PvIAC 3312 4 Ocean EngeeÑ1g SystemsCollege *ng H (Gordon Ruls) ENC11Q 3 E0C4804 3
PASCM.. cOP22losubtoI 15
EEL 3341 3Tedvkal Elecdve 3 a
subtotal 12
First S4.snmac TwECO 2013 3 Foutth Spring Tar.EOC 3106 3 Ocean mlm EOC 4193 3
CORE . Ocean in9Fha Ñ ARH 2000. or De Pd EOC 48041 3
MUI 2010. or Tech** Eledve 4 3THE3000 Ocean & E1TÑornental Dasub i E0C4531 a
ubto 12Scond Fai Tar. TOTAL 134
PHI)OQQ( 3 Jethu1 SedyasMAC3313 4 Corrçlse. al *al br Iechnkal .lecte*, ties ciGe Pfrce U PHY3O4I 4 wtulth nest be from s shgle vea ci specz.s6on u
General Ptuyska U I.ab PHY3O4IL I hkated Ii tu. loicriwingCORE uis.i4sioiy ci C)4zaion (GR) f42012 a FLUIDS
pub 1$ $ HOnac* I EOC 4503U EOC 4510
S.cond Spiing Tsr. Ur414w11K Prop. EOC 4306GE0C3113 3 ErT4. Eng L A*dc Poludon 0cC 4060Sreni ci MaterIa E0C3150 3
M I MAP3306 3 MATERIALSGen U cHM2046 3 Saltadas and Fuel Celi EGG 4202Gene chen U Lab c*i.1204& i Maine Malailals & Corrosion EOC 4204G
subo 13 Enee EOC42OICOcean EOC 4410G
S.cond Suamsr Tsr.En 14AP4306 3 ENVIROf&IENTAL ENGINEERiNG
EGS 1111 3 Env. Eng. ¡ Aqusdc Poludoru 0CC 4Netwot and Elcal Maths Geoledvuiqus EOC 4220
Ea3004 a braion Sho& L Noise Con. EOC 4115Gsubtolal i Sh HydynwicsI EOC 4503
Third Fai Taci. ACOUSTiCS AND SIGNß'4. PROCESSINGThenod EML 3141 3 Undsrwaler Souid Prop. EOC 4306GMane Ge OCG3001 3 Vbcallon. Short, & Noise Con. EOC 4116G
E0C3114 3 SNp Hy&odynaii*s I EOC 4503Num.uical Iledt or MAD3400or 3 Env. Eng L Aquadc Pollution 0CC 4060PTobabity ¡ Statisti STA4032 3Malog E1eocs EEL3003 a STRUC1ÌJRES
ubtotal IS Maths Gectedvulqu. EOC 4220Ocean Sudas EOC 4410C
e*ignciMatin. Steel Struul EOC 4414Ossign o(Uauine Conaete Sb. ECC 4415
I4 3)52 Ovlbzaiion 2MAE Dncs 3
MAE 3082 Ddoanabk S 3
MUt 23)1 Derentiai Equatka and ticsear AlgebraP.exkted Fi«the (Oceanography) 3
13
J*Sor YearCmft
COM 2223 Sdenti& and Technical Comrnunkation 3
0(1 3010 Engineering MateriaLs 4
CXI 3030 ñd Methan 3
(XI 3033 Fluid Mechanics Lab00 3401 Physical Oceanography 3
Free E3ective 3
1
- 4991 F)ectrical Circui 3
MAE 3191 Engineering Thermodynanic3 1 30(1 3521 Hycbvmedunics arid Waves 30(1 3522 Water Wave Lib .....................0(1 4541 Ocean Engineering Design.......................3XI *5'i Fundamenuls of Naval Archstectuie 3
13
FIGURE 12. TW PROGRAM AT THE FLORIDA INSTITUTE OF TECHNOLOGY(REPRODUCED FROM TRE 1993-94 1JNIVERSITY CATALOG")
- 29 -
4911 Marine Fie4d PTc1....(XI 4912 Marine FIe4d Pmjeri 20(1 4913 MarIne Fie4d Proj«t 3
6
Seor Year
CVE 3015 Suucturii Mas and Deagn 3(Y1 4525 Coastal Engineeiing Sü-ucrute 30(1 4545 Hydtcxscia .30(1 Restricied Ekctive (Ocean 3
Humanities Elective 3
13
CVE 4000 EngineeÑ Econoniy and P1ann 30(1 4518 Prciecdon cl Marine Ma1eiLs 30(1 4542 Ocean Engineering Syens Design 3
Humanities oc Social Science Elective 3Teduicai Elective 3
13TOTAL CREX)fIS REQUIRED 135
L ICx**ea k% a 8actrx i 5crse rs (ean EngineeÑ4i conçkse the mUTsum c.wse rÑrmei1s oithd id tà&, caiiculum vsatica' fr the recvsivncndedpcam may t made ai1 ih the appnwal of the rs.&11sfacuky adv and the concurrence of the demet1 Pa&
For definion cl electives foc engineenng programm. see¿Mdegoduase Informaiso. and ReguJatsoiis section cl this
Presbuaa Year
Bt5 1301 Bac Ecrxsomia 3
01M 1101 General themisuy i3M 1101 CTçcion and Rhc%ic4MIlI 1001 Cakuhis I
X4 1001 Oceaiognphy and Envirc*utntaJ Syerrd 3
i,
M 1102 Writing aboLi Licecanxe 3
MTH 1002 Calculus 2 4
O 1001 Insluclion o Ocean Engineeiing \ 3
P1W 1001 Physics i i ......4
PI-W 3)91 Physk Lab i13
Sopbo.Norr YearCredks
HUM 3)51 Ovllizatkm 1 3
MAE 1 ztics 3
14TH 3D01 Cakukis3 4
PHY 02 Physics 2 4
P1W 2 Flcs Lab 2 I
Rcxicted Fiective (Cox*ee Science) .............. 3
the exception of fluid mechanics offered by and taught by faculty from otherdepartments. There is a required course in Fundamentals of Naval Architecture,however, and elective courses in preliminary ship design and another devoted to thedesign of high-speed small craft that are available for undergraduates. But, despitequite a number of graduate courses also devoted to various aspects of ships andplatforms, the bachelor's degree graduates are probably not usually as well preparedto practice naval architecture as graduates from one or two of the other programsthat are presented as being in ocean engineering. For the most part those who havecreated these programs do not now nor did they ever see them as variations of theexisting programs in naval architecture andlor marine engineering, with theirgraduates also being educated for careers at say ship design firms or shipyards, butthe presence of naval architects among the faculty members for all of theseprograms and the fact that a platform of some sort is essential in almost anyconceivable ocean system has led to material concerning or common to navalarchitecture being included in their curricula. Similarly, many aspects of oceanengineering beyond those that relate to the design of floating platforms and otheroffshore systems are now included in the courses offered at the schools and in theunits that have housed the traditional naval architecture andlor naval architectureand marine engineering programs.
Graduate Programs
Graduate programs in the U.S. and Canada in naval architecture andlor navalarchitecture and marine engineering or in ocean engineering are not as amenable tofixed or even reliable description as have been the undergraduate programs.Curricula are not usually published in terms of listings of required courses and almost
never in suggested sequential term requirements. Further, several levels and types ofdegrees are available: master's degrees in engineering, master of science and masterof science in engineering degrees, what are termed professional degrees leading to thetitles of Naval Architect or Ocean Engineer or Naval Engineer (and Marine Engineer
as well, a matter of no great interest in this report), and doctoral degrees ofengineering and of philosophy. Some schools have programs leading to combinedbachelor's and master's degrees as a single integrated curriculum, and there is acontinuing trend that seeks to establish the master's degree rather than thebachelor's degree as the true measure by which a graduate might rightfully deem
- 30 -
himself or herself an engineer professionally qualified to enter practice utilizingtoday's high technology procedures and well aware of the vast increase in knowledgeand capability that can now be applied in resolving engineering problems.
Several among the dozen schools included above do not offer graduate study; asindicated above, Webb is only about to initiate a master's degree program, andneither the Coast Guard Academy nor the Naval Academy have graduate programs.But the Technical University of Nova Scotia in Halifax does, and therefore it and theremaining programs, in the same order as above, will be discussed. There is noaccreditation normally sought by graduate programs, and while several otherprograms could perhaps be included these ten are considered, as before, adequate forthe purposes of this study.
The University of Michigan
The Michigan graduate program in naval architecture and marine engineeringhas very recently been significantly revised, not as yet eliminating the existingspecialization options but now focusing on just two "Areas of Excellence." These arefirst, Marine Hydrodynamics and Marine Environmental Engineering and, second,Concurrent Marine Design, and they are intended to categorize departmental andindividual faculty research interests and activities as well. A minimum of 30 credithours of courses must be completed to earn a master's degree and there are level anddistribution requirements as well. The Master of Science degree, unlike the Master ofScience in Engineering degree, requires a thesis and is now viewed as the morescientific choice preparing graduates for careers in research and development or forcontinuing study towards the doctoral degree. The Master of Engineering degree is atpresent in Concurrent Marine Design, or in an interdisciplinary program inmanufacturing with specialization in naval architecture and marine engineering. Therelatively new M.Eng. degrees are administered by the College of Engineering while allof the other degrees are granted by the Rackham School of Graduate Studies - anumbrella-like organization that among its other responsibilities attempts to insuresome degree of uniform high quality among all graduate degree programs throughoutthe University whether they be in anthropology or zoology or any field in between.Students seeking admission to the M.Eng. degree programs must have a bachelor'sdegree in an engineering discipline plus relevant industrial experience, and initially it is
intended primarily for those who plan to return to industrial careers. The two
-31-
professional degrees of Naval Architect and Marine Engineer require an additional 30credit hours of course work beyond the master's degree requirements and successfulcompletion of a comprehensive examination, and both emphasize application ofengineering science at the level of advanced engineering practice. The Doctor ofPhilosophy degree also requires additional course work beyond the master's degreerequirements, plus pursuing an independent investigation in a special new area orconcern of naval architecture and marine engineering so as to complete a dissertationthat contributes original and significant knowledge and understanding to thisdiscipline. Doctoral committees are created for each doctoral candidate after theirsuccessful completion of preliminary examinations and preparation of a prospectusdescribing their intended investigation, but the chairman of the committee is thestudent's chosen advisor and usually has assisted in preparing the prospectus. Mostfaculty members chair one or more committees and are members of others at anygiven time, and at Michigan seven faculty members are also assigned as thespecialization option advisors, under a single overall graduate program advisor orchairman, for each of the still used eight specialization options: computer-aidedmarine design, marine engineering, marine production, marine structures, marinesystems management, and offshore engineering, all within the concurrent marinedesign area; and marine hydrodynamics and marine environmental engineering inthat area.
There is at Michigan, as at some of the other schools, the possibility of earningan interdepartmental but single master's degree in several disciplines simultaneously,and this requires at least 40 credit hours of graduate-level work. There is also theopportunity to pursue simultaneously two separate master's degrees, and thisrequires a minimum of 50 hours of graduate-level work. In addition, a joint M.S.E. inNaval Architecture and Marine Engineering I M.B.A. in Business Administrationprogram has been available for some years and it requires 45 credit hours in businessadministration plus usually fewer than the 30 hours normally required for the M.S.E.degree depending on the business administration courses elected. Additional aspectsof the graduate programs at Michigan, such as how faculty assignments orpromotions are made, how graduate students are supported, more detaileddescriptions of several key if not all individual courses, how frequently specializedgraduate-level courses - usually with small numbers of students enrolled - areoffered, the special arrangements with the U.S. Coast Guard and the normalprocedures for the contingent of Coast Guard officers assigned there for study each
- 32 -
year, and others, would need to be described to provide a more completeunderstanding of them (or of any of the programs at any of the other schools), but forthe purposes of this study the more pertinent details on the structural specializationoption and the structural courses will be covered in the next section of this report.
The University of New Orleans
The School of Naval Architecture and Marine Engineering at New Orleansgraduate program is much less extensive and complicated, but is otherwise similar iflimited. The single master's degree program leading to a Master of Science inEngineering in Naval Architecture and Marine Engineering, does have two options,one requiring 33 hours of graduate credit and the other requiring a thesis and 30 hoursof graduate work including six hours of thesis research. As is done with theundergraduate courses, most of the graduate-level courses are also offered late in theday so part-time students can work toward an advanced degree. No areas ofspecialization are formally defined and there is no Doctor of Philosophy degreeprogram specifically in naval architecture and marine engineering..
Memorial University of Newfoundland
At Memorial graduate students can earn a Master of Engineering and AppliedScience degree in ocean engineering by completing a program that includes fourcourses and a thesis. It is offered within the School of Graduate Studies, but thecourses are taught by and the thesis is directed by the Faculty of Engineering andApplied Science. The Doctor of Philosophy degree, actually in ocean engineering, issimilarly awarded and directed. There are 34 courses available that are numbered9000 and above (i.e., at the graduate level). There is also a special program entitledthe VLSI (for Very Large Scale Integrated) Design Programme offered in conjunctionwith the Department of Computer Science and leading to a Master of Engineeringdegree.
The University of California - Berkeley
The graduate studies programs at Berkeley offered by the Department of NavalArchitecture and Offshore Engineering can lead to any of an array of degrees: Masterof Science in Engineering and Doctor of Philosophy in Engineering, Master of Science
- 33 -
in Engineering Sciences and Doctor of Philosophy in Engineering Sciences, andMaster of Engineering arid Doctor of Engineering. The latter degree has been in placefor a number of years and Berkeley is one of only a few schools that now awards it,but there is a strong trend at many of the better engineering colleges towards doing so
as well. This is partly because the Master of Engineering - rather than the Master ofScience in Engineering - programs have been well received by industry and becausethe so-called professional degrees are still not well understood outside academiccircles. At Berkeley the Master of Science degrees require at least 20 units ofprimarily graduate work plus a thesis, or a minimum of 24 units and a comprehensivefinal examination. The Master of Engineering program is awarded for completion ofaminimum of 40 units of which at least 20 must be for graduate courses and the totalprogram must include 16 to 20 units oriented towards design and analysis. There areother distribution requirements much as for the graduate programs at the otherschools being discussed, and while each student has considerable latitude in selectingthe courses to include his total program has to be acceptable to his or her academicadvisor, the department, and the college. With only a few departmental facultymembers at present, and hence a limited number of graduate courses available fromthe department, it may well be that the current graduate students at Berkeley mustcomplete a number of courses offered by other engineering departments. ButBerkeley is a large and truly outstanding engineering college and this should not be asignificant problem. The doctoral degree requirements are similar to those atMichigan - and MIT, Texas A&M, etc. - but four semesters of residence, a minimumof 33 units of formal courses, a program consisting of one major field and two minorfields, the usual qualification exams (often referred to as prelims), and a thesis thatdemonstrates the candidate has made a creative contribution to the knowledge of thechosen field of study or (for the Doctor of Engineering) to the solution of a significantengineering problem, are all mentioned specifically in their graduate publications. Itis very interesting, however, that the Naval Architecture and Offshore EngineeringDepartment alone at Berkeley still has a doctoral program language requirement. Acombined engineering and business administration program, and several otherinterdisciplinary programs are available at Berkeley.
Virginia Polytechnic Institute and State University
At Virginia Tech the graduate programs in ocean engineering areadministratively in the Graduate School and are much like those at the other
- 34 -
universities, the same degrees - Master of Science with or without a thesis, Master ofEngineering, and Ph.D. - but in ocean engineering are awarded and the sameprocedures, particularly for the Doctor of Philosophy degree, are followed. There aresome 34 graduate courses offered by the Aerospace and Ocean EngineeringDepartment, 30 credit hours including 15 hours of 5000-level or above courses arerequired in the two master's degree programs, a thesis counting for 6, and 27 hours ofgraduate level courses are required in the doctoral program.
Massachusetts Institute of Technolo
At MIT graduate students in the Department of Ocean Engineering cancurrently earn Master of Science, Master of Engineering, and Doctor of Philosophy orDoctor of Science degrees, and the professional degrees of Ocean Engineer or NavalEngineer. The latter is associated with the Naval Construction and Engineeringprogram for naval officers, known as XIII-A. The Ocean Systems Managementprogram is known as XIII-B, and the Joint MIT-Woods Hole OceanographicInstitution program is designated XIII-W. There are a number of other specialprograms combining ocean engineering studies with, for example, technology andpolicy or with management of technology, but the program designated as XIII without
a following letter does lead to either a Master of Science in Ocean Engineering or aMaster of Science in Naval Architecture and Marine Engineering. There is a newprogram in Marine Environmental Systems leading to a Master of Engineeringdegree. The size of the Department of Ocean Engineering faculty at MIT and thebreadth of their backgrounds and activities, along with the recognition that thecurrent MIT catalog indicates they offer no less than 85 individual courses which
carry graduate credit, insures that their graduate students can together with theirindividual academic advisors select some number of courses suitable for their owninterests and career objectives while still meeting the appropriate degreerequirements. At least 66 graduate subject units and a thesis are necessary for theMaster of Science degree.
Texas A&M University
Graduate studies in ocean engineering at Texas A&M include programs leadingto the degrees of Master of Engineering requiring a minimum of 36 credit hours,Master of Science in Ocean Engineering requiring a minimum of 36 credit hours plus a
- 35 -
thesis, Doctor of Philosophy in Ocean Engineering requiring a minimum of 64 credithours beyond the Master's degree and a thesis, and Doctor of Engineering whichseemingly is awarded infrequently and requires industrial experience as well as a finalcomprehensive examination. There are 18 graduate-level ocean engineering courses,only two of which are concerned with structures even though ocean structures (alongwith coastal engineering and marine hydrodynamics) is considered one of the primaryareas of interest. There are, however, suitable additional structures courses inmechanical and civil engineering so that comprehensive individual programs can bearranged; but ship structures specifically would not be the focus.
Florida Atlantic University
The close relationship between ocean and civil engineering at Florida Atlantic isapparent in that the Department of Ocean Engineering offers master's degrees inboth disciplines, but a student interested in structures generally would probablyattempt to satisfy the requirements for that major in the civil engineering programwhile one interested in marine structures would be enrolled in the ocean engineeringprogram. The Master of Science in Engineering (Ocean Engineering), or (CivilEngineering) degree requires a minimum of 30 credit hours of which up to six must befor research related to a thesis, while the Master of Engineering (Ocean Engineering),or (Civil Engineering) requires 33 credit hours plus passage of an oral finalcomprehensive exam. The Doctor of Philosophy degree in Ocean Engineeringprogram includes 30 hours of course work beyond the master's degree, the thesis andthe research for it, and very much the same arrangement as at all of the otherschools with a qualifying exam - called General Examination I at Florida Atlantic -before candidacy and a thesis defense - called General Examination II. The currentgraduate catalog lists 53 graduate-level courses given by the Department of OceanEngineering and at least one-quarter of them are in the structural mechanics ormaterials and fracture mechanics areas, but as at Florida Tech the application focusis not on ships in any of them.
Florida Institute of Techno10
At Florida Tech 30 credit hours, including a thesis, are required in the Master ofScience in Ocean Engineering program, although there as elsewhere the thesis isvalued at 6 credit hours and can be replaced by two additional courses if the student
- 36 -
can produce the results of a similar effort performed previously at Tech or somewhere
else. There are four subject areas, one of which is Materials and Structures (theothers are Marine Vehicles and Ocean Systems, Coastal Processes and Engineering,and Fisheries Engineering) even though there are only two graduate-level structures
courses in ocean engineering required. The Doctor of Philosophy degree program issimilar to that at other schools, but 48 credit hours beyond the master's degree arerequired. While this seems onerous it is tempered by the allocation of 24 of these for
the thesis work.
Technical University of Nova Scotia
The graduate program in Naval Architecture and Marine Engineering at Nova
Scotia is administratively under the Faculty of Engineering - equivalent to a school or
college in the U.S. - and the individual faculty members have their appointments in
the Department of Mechanical Engineering. With a slightly different name than the
M.S.E. degree awarded at most U.S. schools, the Master of Applied Science degree at
TUNS is similar particularly in contrast to the TIJNS Master of Engineering degree
in the same sense as in the U.S. It requires completion of a minimum of six courses
and a thesis, while the Master of Engineering requires completion of a minimum of ten
courses but two of which can be for the required project. Because most studentsentering the program have not earned their undergraduate degrees in navalarchitecture or in ocean engineering (at least not at Canadian schools) someadjustments in the ten course requirement are made for those who did have theirdegrees in mechanical and civil engineering - reducing it to eight, for example - that
probably would not occur with other engineering disciplines. The Doctor of Philosophy
requirements and procedures are very similar to those at the U.S. schools asdescribed above. Some 16 graduate-level courses covering the usual subjects in
ocean engineering and naval architecture are listed in the mechanical engineeringseries in the current catalog (calendar) and together they deal with ship and platform
concerns reasonably comprehensively and are concerned not at all with such topics
as coastal processes and oceanographic instrumentation.
- 37 -
STRUCTURAL ANALYSIS AND DESIGN COURSESIN NAVAL ARCHITECTURE AND OCEAN ENGINEERING
C ¡JRRICULA
This section of this report will include descriptions - for the most part from thesame publications used earlier in describing the various undergraduate and graduateprograms, but also in more detail by means of syllabuses and outlines or portionsthereof exactly as provided by professors responsible for or actually teaching thecourses - for those courses which deal with ship and offshore structural analysis anddesign in the programs at each of the schools considered in the foregoing section.Including all of the syllabuses in hand, and much of the ancillary information neededto explain some of the other details of the individual courses or to provide fully thecontext in which they are presented in the respective institutions' own publications,would needlessly make this section massive in size and far more cumbersome thandeemed necessary to reach the conclusions sought. Enough material at both theundergraduate and the graduate level will be provided to suggest that while many ofthe schools may use more courses to cover essentially the same ground, or evenconsider worthy of graduate credit courses that cover topics that at another one arein those meant for undergraduates, or in elective courses, cataloging the distinctionsamong the programs is considered not as much needed as is the ability to judge whatcurrent program graduates generally should know and understand and howprofessionally capable they should be.
Individual Course Descriptions
Webb Institute
As indicated above, Webb is in the unique position of having only a singlecurriculum and can therefore integrate the courses in the curriculum to greatadvantage. The actual course descriptions of interest from their catalog will not be asuseful here as the excerpt from a letter from Professor George Petrie shown inFigure 13. Note that rod and beam element stiffness matrices are introduced in thebasic strength of materials course in the second year prior to the students taking any
- 38 -
R.:
Info on ship structures content in W.bb Naval Arch. Program
Attach.d ar, course outlines for several courses, wholly or
partly d.vot.d to aspects of ship structures.
In addition, I
offer th. following coaa.ntary, on a cours, by course basis.
Fr.shaan
NA-i Introduction to Naval Architecture (outline not included)
8a.ic nomenclature, including common structural elem.nts.
Students perform a weight/foot calculation for given midship
section.
Students construct small models of typical structural
details, i.e. a hatch corner, double bottom, web frame, bulkhead,
sto.
CAD/Graphics (outline not included)
As a final drafting/CAD exercise, students prepare a CAD
drawing of a given midship section.
Sopitoso res:
Strength of Materials
Easlo principies
as noted on cours. outline.
Introduction
to finite element analysis; basic principi.. of matrix stiffness
analysis, derivation of rod and beam element stiffness matrices.
Hand calculations of elementary structures (truss problem).
NA-2 Ship Statics
Primarily hydrostatics, tria and stability.
Fundamentals of
longitudinal strength addressed in lectures 45, 48, 51, 52 and
55, as noted on course outline.
Juniors:
NA-4 Ship Structures
Longitudinal strength, primary, secondary, tertiary
st
,shear flow calculations, plate bending, fatigue
t and elastic buckling of plates and stiffened panels,
as shown on course outline.
Ship Structural Design by Hughes is
used as a reference. Several finit, element problem. are worked,
using ALGOR Program. FSM assignments include
3..
Flat plats under uniform load w/ different mesh
densities and boundary conditions (compare to plat.
theory)
Combined beam and plate (compare to beam theory)
Stiffened panel under uniform load.
Hull module analysis project (Coarse mesh 3-D model)
New to the cours, this yearis a series of six
lectures at
th. end of the t.rm directed to composite materialsand design
methods.
NA-5 Ship Dynamics
Primarily maneuvering and seakeeping, as shown on coure.
outline.
Strip th.ory approach to computing ship motions and see
load, is introduced, along with probabilistic
approach to
estimating extrem. values.
NA-6 Elements of Design and Production
Mainly a preliminary design course, revised this year to
include design of GRP hulls typical of yacht-size semi-
displacement craft.
Design includes preliminary scantlings of
shell and longitudinal stiffeners, using GR? laminates, and
corresponding weight estimates.
Seniors:
NA-7 ship Design I (course outline not included)
Project i Preliminary design of container ship
Project 2 Lines plan for same ship
NA-8 Ship Design II
Project 3. Revise design to conform to final t of lines
Project 2 Evaluate longitudinal strength requirements, using
AS Rules, Quasi-static bending moment and Design
Sea Method (SMP87 wave induced loads).
Project 3 Develop scantlings for midship section, using
ABS
Rules.
Evaluate typical transverse web frame
using 1LGOR finit, element program.
FIG
UR
E 1
3. E
XC
ER
PT F
RO
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TE
R F
RO
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OR
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BB
course in ship structures, for example, and that a midship section is prepared in theirfirst-year CAD/graphics course. (It should also be noted that while that first coursein ship structures for example is in the figure referred to as NA-4, in the Webb catalogRoman numerals are used.) Syllabuses for NA IV, Ship Structures; NA VI,Elements of Ship Design and Production; NA VIII, Ship Design II; and for thestrength of materials course are given in Figures 14 through 17. The ship designcourse is the second of two covering preliminary design, as it is in this course that thestructural design is accomplished.
The University of Michigan
If the total Webb undergraduate program is indeed very nearly an ideal example,the Michigan undergraduate program is in the same sense the best representative ofmany of those at other schools, including those once available at Berkeley and MIT.The principal undergraduate courses in marine structures are NA 310, MarineStructures I, and NA 410, Marine Structures II. Not all undergraduate studentselect the latter since it is not actually specifically required, but most do. It can alsobe taken for graduate credit, and all master's degree students must now elect thethird course in the structures sequence, NA 510, Marine Structural Mechanics, andhence must be familiar with the material in NA 410. The catalog course descriptionsalong with their outlines are shown in Figures 18 through 20, respectively. Becausethe same textbook is used for both NA 310 and NA 410, pertinent portions of theTable of Contents of it are reproduced in Figure 21. What can not so easily berepresented are the soft cover bound "course notes" that are absolutely essential indescribing fully how the subject matter dealt with in each of these courses, but thetables of contents of the versions prepared by Professors Vorus and Karr now beingused in NA 310 and in NA 510 are reproduced in Figures 22 and 23 and theagreement with the course outlines is obvious. Course notes, or "course packs" asthey are now known on most campuses, often make liberal use of figures and datafrom textbooks and other references (and while the sources are always given thispractice has many of the original publishers very much concerned and has led to anumber of law suits) but blend these and the instructor's own material into acoherent package that reinforces and to some extent supplements the lectures.Several additional courses in structures beyond NA 510 are available for graduatestudents at Michigan, including particularly NA 518, Strength Reliability of Ship andOffshore Structures, and NA 574, Computer-Aided Hull Design and Production.
- 40 -
1.2.3.
6.7.
10.11.
15.18.17.
18.19.
23.
26.27.
30.31.
34.35.38.37.
38.39.
43.
49, 50.
53.54.
57.58.59.
M-8/22T-8/23
Th-8/25M-8/29T-8/30Th-9/1M-9/5T-9/6Th-9/8M-9/12T-9/13Th-9/1 5M-9/19T-9/20Th-9/22H-9/26T-9/27Th- 9/29M-10/3T-10/4Tb- 10/6M-10/10T-10/11Th-10/13H-10/17T-10/18Th-10/20M-10/24T-10/25Th-10/27H-10/31T-11/1Th-11/3M-11/7T-11/8Th-11/10M-11/14T-11/15Tb-lI/I 7M-11/281-1 1/291h-12/1M-12/5T-12/6Th-12/8
FIGURE 14. SYLLABUS FOR WEBB COURSE NA W, SHiP STRUCTuRES
-41 -
Course Overview L Introduction 1-16General Approach to Analysis 78-84of DesignSources of LoadingEnd LaunchingLab-Launching ProjectLoad Transfer & Framing SystemsNO CLASS - LABOR DAYLab-Launching ProjectCandidate Structure Design ProcedurePlate Bending TheoryLab-F.E.M. Intro; ALGOR plate modellingShear Lag-Effective WidthModelling of Combined Beam and PlateLab-ALGOR-beam flexureHull Module; Structural ModellingHull Module; Loads L B.C.Lab-ALGOR-stiffened panelHull Girder Shear FlowEXAM 01Lab. - Project I - Hull ModuleDesign CriteriaFailure Mode, k Liait StatesLab. - Project IFatigue AssessmentNO CLASS - FALL RECESSLab. - Project ILarge Deflection Plate Bending TheoryIntro, to Elastic Buckling of PlatesLab. - Project IPlate BucklingStiffened Panel BucklingLab. - Project I DUEPrincipal Member Analysis - ModellingPrincipal a - Loads L B.C.(Monday Schedule) Intro, to Project II-P.P4.A.GR? - Material PropertiesGR? - Single Skin & Cored ConstructionLab. - Project IISNAME MeetingsGR? - Panel DesignLab. - Project IIGR? - Panel DesignGR? - Stiffener DesignLab. - Project IIGRP - Stiffener Design
NA IV - SHIP STRUCTURES ÇJF. PE'IRIE
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NA3II MA1NF.. STRUCTUUA I
P.fl 1994
COURSE 0TrLINZ
f.trodudoc I 1.1-1.5
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pci. 01140. KatyNAME 23164-3217
JBSE WJERLL
Cowie (b William S. Vits I OsM G. kan) svaiWk Urick'sText kMwd'MecM,k3 qMa1ib. by 8ore. Sch& sød S ieboflom fifth editi.
FIGURE 18. MIChIGAN CATALOG DESCRIPTIONS, AND COURSE OUTLINE FORNA 310, MARINE STRUCTURES I
- 45 -
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PfA411 MARINE STRUCTURES nFall 14
Course Outll
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FIGURE 19. MICHIGAN CATALOG DESCRIPTION, AND COURSE OUTLINE FORNA 410, MARINE SThUCTURES II
4.1-4.26.97.511.1.11.5
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NA 310. MARINE STRUCTURES I
Tabt of ContenU
I. INTRODUCI1ON
Still Wate LoadingWave Loading
11. BEAMSTRESSANALYSIS
Composite Beam BendingMidship Section AnalysisBeam BucklingStress Supe.ipositiooMcxc Thomugh Evaluauoo of Stress
Ill. STIFFENED PLATE AND FRAMING SYSTEMS
Hull Transvese StrengthStalic SiahIity and zminyBending arid Buckling of Rectangular Plaie
IV. ENERGY MET}(OE
Work and StrainEnergyVixtuai Work and Equiliwn RequiremenTS
V. FiNiTE EW'{ENT METHODVjçtualWcxtTruss BarElemeinsBeaxnFLniteE3cments
VI. FAILURE ANALYSIS
VII. STRUCTURAL DETAILS
Stress CoocenuaiionsWeldStress AnalysisBolted Connections
- 49 -
Page(s
L 0-2424-26
27
27-3535-4546-7374-83
84-102
¡03
105.110111-1 18
118
119
119-123124-134
'35136-137137-146147-155
156
157
157157-161161-168
APPENDIX A Refatcixs
APPENDIX B Ame&an Bureau of ShippingRules for Building and ClassingSteel Vesse) Vessels 1994. Pan 3, S.ectioo 6
APPENDIX C Mi.ds1ip Sections
APPENDIX D Moant Disznion
FIGURE 22. "NA 310 COURSE NOTES" TABLE OF CONTENTS (COURTESY OF VORUSAND KARR)
TABLE OF CO?(FENTS
I. INTRODUCTION IGEOMETRIC AND MATUAL NONLINEARmES............
TRIPPING ANALYSIS_.............
IlL VON KARMAN PlATE EQUATIONS 32A_ STRESS AND STRAOL_____ 32B. HOOKE'S LAW
C.. STRA1N-D1SPLAC1T R.AT1ONS..........._ _......... ...,,jRHXJCIION TO FLAT RATES 34
B. RESULTANT-STRESS RELATIONS ____sF. EQUILIBRIUM 39O. THE VON KARMAN PlATE UATIONS 41H. STRIP-BEAM SOUTI1ONS 44
1V. CALCULUS OF VARIATIONS.. 5 O
THE NOTATION OF VARIATIONAL CALCULUS 53PRINCIPLE OF MINMUM TOTAL POT4TIAL ENGY 60
60V. APPLICATIONS 67
STRIP-BEAM ANALYSiS . 47THE SNAP-THRU PROBLL_- 7 $
YL PLATE $UCI1LIN( * 1EXAMPLE RMULkT1ON--..-...--... j I
FIGURE 23. 'A 510 COURSE NOTES" TABLE OF CONTENTS (COURTESY OF DALEKARR)
- 50 -
II. CONTINUUM MECHICS...... .._1 SA. STRESS TSORS ..___............_......... 5__1B. DYORMAIION TENSORS . 1$C. (X)NSTfl1.TI1VE EQUATIO _......j 3
B. SIMPLY SUPPORTE) PLATES $3VII. IDEAL PLASTICITY__ 8$A. CONSTITIJI1VE EQUATIONS ..__. ..... $5B. PLASTiC H.OW L&WS.._.._.. - ....__9 LC. PlASTIC COLLAPSE____ _..... _...9 5
There are of course several dozen also available among those offered by theAerospace Engineering Department, in the Applied Mechanics program of theMechanical Engineering Department, and by the Civil and EnvironmentalEngineering Department, for example, and those students interested in structuralanalysis, and design could in selecting among these courses specialize in any aspect ofthis broad field. The advantages of being a graduate student in a large andcomprehensive engineering college are indeed apparent.
The University of New Orleans
The required undergraduate course in marine structural analysis and design atNew Orleans is NAME 3120, Ship Hull Strength, but (as at Michigan) many alsoelect the second course, NA 4120, Ship Structural Design and Analysis. Thedescriptions of these two are given in Figures 24 and 25, in this instance in the ABETprescribed accreditation format. Note that neither course includes finite elementanalysis, but that it is offered in an elective course, NAME 4096, Finite ElementAnalysis in Ship Structures, for which the description is as shown in Figure 26. Thatsame course number, NA 4096, named Special Topics in Naval Architecture in thecatalog, is used for a course entitled Stability of Ship Structures, for which thedescription is as shown in Figure 27. There are other courses offered by the School ofNaval Architecture and Marine Engineering that might be mentioned, some moreconcerned with load formulation than structural analysis or design, but one entitledSmall Craft Design does include substantial structural material and is described inFigure 28. There are also Electrical, Civil and Environmental, and MechanicalEngineering Departments in the College of Engineering at New Orleans and hencegraduate students can choose among an array of courses offered by thosedepartments. A popular elective among the naval architecture undergraduatestudents, perhaps because they are drawn mostly from the Gulf region, is ENME4756, Mechanics of Composite Materials. The description is given in Figure 29.
Memorial University of Newfoundland
Required undergraduate structure courses at Memorial are Engineering 6002,Ship Hull Strength, and Engineering 7002, Ship Structural Analysis and Design.Course information sheets, in the format for the Canadian Accreditation Board, forthese are given in Figures 30 and 31. Among the suggested technical electives in the
-51 -
CUI $XPTI0INAME 3120--Ship Hull Strength
Fall Semester 1991
1992 Catalog Data: NAME 3120: Longitudinal strength, simple beamtheory, trochoidal wave and smith correction, weight, buoyancy,load shearing force and bending moment curvas; aidshlp sectionmodulus; composite bull girder; transverse strength, strainenergy and moment distribution methods; torsional strength;torsion of thin walled, open sections, torque distribution;torsional loads, the use of classification society rules inmidship section desIgn.
Coordinator: J.N. Falzarano, Assistant Professor of NANE
Goals: This course is designed to give juniors in navalarchitecture and marine engineering an understanding of theoverall ship structural design process including loads, basicanalysis techniques. Also included are special topics related tofabrication and production.
Prerequisites by topic:
Ship hydrostatics, weight and buoyancyStrength of Materials
Topics:
Introduction to ships and offshore Structures (3 classes)Load.s on ships and offshore structures (2 classes)Longitudinal Strength (4 classes)'transverse Strength (2 classes)
S. Plated Structures (4 classes)Stress concentration and Fatigue (2 classes)Joints in ships a-nd offshore structures (2 classes)Fabrication and Welding (2 classes)Midship Section Design (4 classes)
7. Tests (2 classes)
Computer usage:
Each student must write and run a FORTRAN 77 program todetermine the section modulus of a ship midship section
The computer program written for the above is then used indesigning a midship section that meets ABS requirements,
ABET category content as estimated by faculty member who prepared.
this course description:
Engineering science: 1.5 credits or 50%Engineering design: 1.5 credits or 50%
Prepared by: pr J M. Falzarano Date- )4arch 28. 1994
FIGURE 24. COURSE DESCRIPTION FOR NEW ORLEANS NAME 3120, SHIP HULLSTRENGTH
William S. Vorus, Mk310 Ship Strength I: InformalNotes, U. of Michigan NAME, 1986.
Ship Design and Construction, arid Ship StructuralDesign, SNA).
- 52 -
Textbook:
Reference:
cP.fl $cRX rri
tQI 4120--Ship Structural Design and Analysis
Spring Semester 1994
1992 Catalog Data: NAME 4120 Review of Longitudinal Strength;principal stress distributions and stress trajectories; localstrength analysis; panels under lateral load; columns andstanchiong under uniform edge compression loading and panelsunder shear and combination loading; rational ship structuraldesign synthesis based upon stress loading hierarchy; primar-y,secondary, tertiary stress as a criteria of ship strengthincluding grillage aspects.
Textbook: Robert E. Sandstrom. NA41O Ship Strength II LectureNotes, U of Michigan., 1982.
Reference: Principles of Naval Architecture, SNAME.
Coordinator: J.M. Falzarano, Assistant Professor of N.A.M.E.
Coals: This course is designed to give seniors in navalarchitecture and marine engineering a more advanced understandingof beams, beam/coluirins and plates to integrate them into overallship structural design.
Prerequisites by topic:
Elementary ship structural designElementary Vibration.sOrdinary DEQ's, Fourier series, introductory PDEs
Topics:
Overview of ship structural design and analysis (2 classes)Derivation of general asyus.etric beam equations (4 classes)Application of beam equation to static stress and asyunetricbending (6 classes)Shear Stress, shear center, shear in asymmetric and closedsections (4 classes)
S. ship Mull and Beam Vibration (6 classes)Buckling of Beam Coluisns (2 classes)Energy Metbod.s (2 classes)Plates/frames (2 classes)
7. Tests (2 classes)
Computer usage:
1. Each student must solve for roots of a transcendentalcharacteristic equation and plot the corresponding modeshapes.
ABET category content as estimated by faculty member who preparedthis course description:
Engineering science: 2 credits or 67%Engineering design: i credits or 33%
Prepared by: Dr. JM. F&lzaraflQ Date: March 28. 1994
FIGURE 25. COURSE DESCRIPTION FOR NEW ORLEANS NAME 4120, SHIPSTRUCTURAL DESIGN AND ANALYSIS
- 53 -
COURSE DZSCRIPTION
NAME 4096--Finite Eleinent Analysis in Ship Structures
Fai]. Semester 1992
1992 Catalog Data: NAME 4096 Special Topics in NavalArchitecture
Textbook: William Weaver, Finite Elements for StructuralAnalysis, Prentice Hall, 1984.
Reference: K. Gallager, Finite Element Analysis Fundamentals,Prentice Hall, 1975
Coordinator: J.M. Falzarano, Assistant Professor of N.A.M.E.
Goals: This course is designed to give seniors in navalarchitecture and marine engineering an introductoryunderstanding of the use of finite elements for shipstructural design and analysis.
Prerequisites by topic:
Basic Ship structural designStrength of materialsBasic vibrations
Topics:
Introduction to Finite Elements (6 classes)Plane Stress and Strain (6 classes)Isopararnetric Formulation (4 classes)Flexure of Plates (4 classes)General and ?.xisymetric Shells (4 classes)Vibration Analysis (4 classes)Instability Analysis (2 classes)Tests (2 classes)
Computer usage:
1. Three homework assignments, students are required to run ageneral purpose finite element program to analyze various
aspects of finite element analysis including a cantileverbeam and a plate with a hole in it.
ABET category content as estimated by faculty member who prepared
this course description:Engineering science: 2 credits or 67%Engineering design: i credits or 33%
Prepared by: Dr. J.M. FalzaraflQ Date: March28. 994,
FIGURE 26. COURSE DESCRIPTION FOR NEW ORLEANS NAME 4096, FINITEELEMENT ANALYSIS IN SHIP STRUCTURES
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CRU DZBCRIPTIOX
NAME 4096 - Stability of Ship Structures
Spring Semester 1994
Proposed Catalog Data:NAME 4096 Stability of Ship Structures. 3 Credits.Stability problems of ship and off-shore structures; stability ofcolumns and frames, beam-columns; plastic buckling; buckling ofplates and thin shell-type structures.
Textbook: Theory of Elastic Stability, S. P. Timoshenko and J. M.Cere, McGraw-Hill, New York, 1981.
Reference: Structure Stability, W. F. Chen and E. 14. Lui,Elsevier, 1987.
Coordinator:
Goal: This course is designed to give students the knowledge ofstability problems of ship and offshore structures.
Prerequisites by Topics:Theory of stresses and strainsDifferential equationsTheory of bending of beamsKnowledge of ship/off-shore structures
Topics:Beam-columns (8 classes)Elastic buckling of bars and frames (6 classes)Inelastic buckling columns (3 classes)Buckling of elastic plates (7 classes)Fundamentals of buckling of shells (3 classes)Tests (3 classes)
Estimated ABET Category Content:Engineering Science: 3 credits or 100%
Prepared by: r. B. Inozi Date: March 24. 1994
FIGIJRE 27. COURSE DESCRIPTION FOR NEW ORLEANS NAME 4096, STABILITY OFSHIP STRUCTURES
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c.0 Lac*.zrrxo
MAX! 4151 - Small Craft Design
Spring Semester 1994
i4 Catalog Data:NAI4E 41l:
Small Craft Design.
Credits 3.
Case study of a 60-ft. motor boat design, planing th.ory, trim.
lift and drag in planing. use of standard seri.., hydrofoil
vessel p.rformsnc. calculation.
s.ak..ping, hull structure, hull
met.rials, powering using supercavitating propellers or pump-jet.
Prerequisite:
Credit or registration in NAME 3120.
Te*
t5:
RObert Latorr., NAME 4151, Small Craft Design, Informal
Note Sst, Vols. I and II.
Referemoes:
rraariva Nayl krrhilacturC
G. N. Hatch, Thomas Reed
Publication.. Ltd., London, 1971.
Z4arh..nlr. of M..rna Vøhrla
I. H. Clayton, R. Z. D.
BishopGulf Publishing, 1983.
PrinipIe.. Øf Naval Arrhii'artnrg, .ohn P.
Comatock, editor,
The Society of Naval Archit.cts and Marine Engineers, 1967.
Coordimators Dr. Robert Latorre, Aasociate Prof...or, NMKE
Qoals: Tb. objective of this course is to present
th.design
methodology for high speed small craft such as planing
hull,
and
hydrofoils in contrast to the conventional ship off-shore
structure.
This course is designed to give juniors in Naval
Architectur, and Narine Engineering an introduction to the small
craft design spiral through a case study (Ref. L) and then treat
in detail the design calculations required for propulsion and
hull strength.
Pr'sr.getsites by ?opio:
i. Ship and of f-shor. structures, weight distribution, dynamic
loada and combined stresses.
Structural consideration of floating, fixed pii.. subsnersibl.
and jack-up platform...
strength of plated str-uctur.s and stiffener..
4. Failure
modes.
5. Design of bottas., side and deck plating;
welding and other
fabrication technologies.
T'opio:
1.
Introduction.
(1 class)
Design example 60 ft. high speed
vessel.
(9 classes)
Planing hull hydrodynamics
and EXP estimates.
(6 classe
Hydrofoil/catamaran design.
(3 classes)
S.skeeping design.
(3 cl
Structural loada on hull.
(1 class)
structural design with aluminum - FRP.
(2 classes)
Supercavitatinci propellers/pump jet.
(1 class)
Tests.
(2 classes)
CoteX Usage:
1.
Homework P.asignments.
Development of high speed craft poweringdata base
using Lotus l-2-3 on PC..
Estimation of high speed craft resistance
using
polynomial expressions.
2.
Project. Design of Modularized high
speed planning ve.se
Computer Aided Engineering
using class materials.
Examples:
i)
Hull scantling review software
ii)
Performance estimate of hydrofoil vessel
A$3? Category Coatant:
Engineering Design:
3 credit. or 100%.
Prepared by:
Ror
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orr.
Date:
April 20
1Q94
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E1D' 4756-Mechanic, of Composite MaterialsPall Semester 1993
1992/94 Catalog Data: ENME 4756 Mechanics of CompositeMaterials Cr. 3
Prerequisites: Civil Engineering 4353 or consent ofdepartment. Analysis of stress, strain, and strengthof fiber reinforced ccxnpoeite laminates. Topicsinclude laminated plate theory, stress analysis oforthotropic plates, damage mechanisms, fatigue,impact, and environmental effects.
Textbook: Agarwal, 9. D., and Broutman, L. J., Analysis andPerformance of Fiber Composites, Second Edition, J.Wiley & Sons, Inc.
Reference: Jones, E. M., Mechanics of Composite Materials,Scripta Book Co., 1975.
Coordinator: Paul D. fferrthgton, kssistant Professor
Goals: The goal of this course is to provide students afundamental understanding of the mechanics ofcomposite materials and their behavior under typicalservice conditions. A design project including awritten arid oral presentation is required.
Prerequisites by Topics:Advanced Strength of MaterialsEngineering Analyais
Topics:Introduction (1 class)Materials and processing (3 classes)Behavior of uni-directional composites (4 classes)Analysis of ortotropic lamina (8 classes)Analysis of laainated composites (6 classes)Damage uechanisa and failure criteria (3 classes)Impact and fatigue (2 classe.)Environmental degradation (1 class)Nondestructive evaluation (1 clase)
Computer Usage:Students are required to use the VAX-cluster and/or microcomputerfor solving homework problema and for the analysis of designproject alternatives.
ABET category content as estimated by faculty member who preparedthis course description:
Engineering Science: 2 credits or 66.7%Engineering Design: i credit or 33.3%
Prepared by: Paul Herrington Date: September 24, 1993
FIGURE 29. COURSE DESCRIPTION FOR NEW ORLEANS ENME 4756, MIECHANICS OFCOMPOSITE MATERIALS
- 57 -
COURSE INFOAT)ON SHEET
COURSE NUMBER & TITLE: Engineering $002 . Ship Hul StrengthCALENDAR REFERENCE: Page 297 of the 1991/1992 Undirgrsduati University
Calendar.
CEAB COURSE TYPE: Program Computso4yTOTAL NUMBER OF LECTURE SECTiONS: On.MINIMUM/MAXIMUM NUMBER OF STUDENTS PER SECTION 5/15TOTAL NUMBER OF LABORATORYFTUTORIAL SECTIONS: OneMINIMUM/MAXIMUM NUMBER 0F STUOENTS PER LABORATORYÍr1JTORLSECTION: 6/16MAJOR TOPiCS:
LongitudInal Strength of Ships (9 lectws).Transverse Strength (12 lectures).Toalon (3 lectures).MatrIx D(splacement Method (6 lecttxes).
S. Finit. Element Methods (6 Iecttses).
PRESCRIBED TEXT(S):Strength of Sha, by J.R. Psi*g,aapt.r 4 in Principles of Naval Archltacti.wa. Vta. (E.V. LeMa, Editor., SHAME, (198$).Introductoty Structurai AnaFys
by Wang and Sainon Prentice Hal, (1984).
INSTRUCTiONAL HOURS PER WEEK: 3 lectures and 2 lab./tutortal hours per Week.
COMPUTER EXPEPJEN Students we reqt*ed to design a sPread sheet for a shipimidship section csIcadon.
LABORATORY EXPERIENCE: students i reQi*ed to s&kimk a rrdshlp section desIgnpioj.ct.
PROFESSOR-IN-CHARGE: M. R. Haddwa, Pt.D., MS.. P.Eng.. C.Eng., Professor(Naval Arthitectual Engineering).TEACHING ASSISTANTS (NUMBER/HOURS): 1/52
CEAB CURRICULUM CATEGORY CONTENT:TOTAL NUMBER OF LOAD UNITS z 4Engineering Science 2.4 unitsEngineering Design z 1 .6 units
AVERAGE GRADE/FAILURE RATE: 69%/OS
FIGURE 30. COURSE INFORMATION SKEET FOR MEMORIAL E6002, SHIP HULLSTRENGTH
- 58 -
COURSE INFORMATION SHEET
COURSE NUMBER & TiTLE: Engr.7002 Ship Structural Analysis and DesignCALENDAR REFERENCE: Page 299 of the 1991-92 Undergraduate UniversityCalendar (listed as 8002)CEAB COURSE TYPE: CompulsoryTOTAL NUMBER OF LECTURE SECTIONS: 1MINIMUM/MAXIMUM NUMBER OF STUDENTS PER SECTION: 5/13TOTAL NUMBER OF LABORATORY/TUTORIAL SECTIONS: 1MINIMUM/MAXIMUM NUMBER OF STUDENTS PER LABORATORY/TUTORIALSECTiON: 5/13MAJOR TOPICS:
Ship structural safety: rational design; rule based design; partial safetyfactors; safety Index; probability of faIlure (5 lectures)
Long uniformly loaded thin plates: elastic. elasto-piastic and plastic design;various edge constraints (8 lectures)
AnIta aspect ratio plates: elastic, elasto-plastic and plastic design; venousedg. constraints (4 lectures)
BucklIng and ultimate strength of columns (3 lectures)Buckling of (long) plates including concepts of affective end reduced
effective width (6 lectursa)GrJage design: effective breadth; plastic design of beams; combined loads
and failure; magnification facto; interaction equations to estimate faflure (6lectures)
BuckII-ig of wide plates; welding distortions and thek effect on Incrementalcollapse (4 lectures)
PRESCRIBEO TEXT(S): No texts are prescribed due to expe; the following is areference for the Course:Hughes, O.F., 1983, Ship structural design, Wiley-lnterscience. RepublIshed by TheSociety of Naval Architects and Macine Engineers, New Yort.
INSTRUCTiONAL HOURS PER WEEK: 3 lectura hours per week (1 term); occasionaltutorial and discussion sessions averaging out to 1 hott every two weeks.COMPUTER EXPERIENCE: nMLABORATORY EXPERIENCE: n
PROFESSOR-IN-CHARGE: Ne Bose, Ph.D., P.Eng., Assoc. Prof. (Naval ArchitecturalEngineering)TEACHING ASSISTANTS (NUMBER HOURS): 1/50CEAB CURRICULUM CATEGORY CONTENT:
TOTAL NUMBER OF LOAD UNITS z 3.25Engineering Science 1.5Engineering Design 1.75
AVERAGE GRADEIFAILURE RATE: 12.4/0 (1988-91)
FIGURE 31. COURSE INFORMATION ShEET FOR MEMORIAL E7002, ShIPSTRUCTURAL ANALYSIS AND DESIGN
- 59 -
senior year are 7933, Stress Analysis, and 8058, Submersible Design. The briefcourse descriptions, from the calendar, and those for 4312 and 5312, the two coursesequence in the basic Mechanics of Solids that are prerequisites for the shipstructures courses, are reproduced in Figure 32. Other structural analysis and designcourses are available in the programs in civil and mechanical engineering also offeredby the Faculty of Engineering and Applied Science.
The University of California - Berkeley
The single undergraduate structures course in the current undergraduateprogram at Berkeley is NA 154, Ship Structures, and the description of it in theABET format is shown in Figure 33. More interesting perhaps are the severaloutlines in hand for that same course in recent years, particularly the differences inactual content as well as the different ways in which several of the same topics canbe described by two different but knowledgeable professors (and Professors Mansourand Paulling are indeed very well qualified to be so designated). Also, because theseoutlines collectively include just about every topic with which it would be highlydesirable every bachelor's degree naval architect and/or ocean (or "offshore," sinceBerkeley is the subject) engineer had presented to him, they are reproduced in Figures34 through 36. Viewed in that sense, they also clearly demonstrate that a singlerequired course in marine structural analysis and design in any undergraduateprogram in naval architecture or offshore engineering is indeed inadequate. With thesituation at Berkeley currently in transition it is probably not entirely establishedwhat material should be in what course at present, but there are two graduatecourses, 240A and 240B, being given at present by the department. A tentativeoutline for 240A, Theory of Ship Structures, is shown in Figure 37, primarily toillustrate how rational and current course content at that level can be in that theprobabilistic approach to loading and a reliability based determination of response areboth included. Other departments and programs at Berkeley in all of the establishedengineering disciplines offer a great number of additional courses in structuralanalysis and design and related subjects, and graduate students in the NavalArchitecture and Offshore Engineering Department can specialize further byselecting from among them much as do those at Michigan and the other universities.
- 60 -
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NA 154Fall Semester 19U
1988 9Cauio Dala: NA 154: Ship Structurei Crut3. uctiespjaljreaiuof sIip sucturej and their (ksir. Structural kadi. hull girdei andhullaniJysii. laterally loaded grillages and CTOss.sliffenetj plates,
)!ZtC c±ling, modes of possible failure to be designed against, use oftheory and classitication society ruks in mbinon inPrerequisites: NA 151.CE 130.
Tcxtook IP. Cocnstock Editor, Principles o( Naval Architeciure, SNAME, 1967.
R. Taggart, Editor, Ship Design and Construction, SNAME, l9g(
Qx%dinator: Msa E. Mansotr, Protcssor of Naval Architecture & Offs&e Engineering
Goals: To introduce the student who has already completed a course in ctementasrstrength of materials to the speciali red aspects of ship structurai analysisand design.
Perequisites by Topic.
2-D elasticity.Ekmen theory of bending of beams.Elementary column buckling theory.Theory of torsion of simple closed tubes.
Topics:
Structural loads experienced by ships and oher marine süucttues. (6classes)Box giner theoçy with emphasis on shear and torsional effects. Q classes)HUUdCCkhOUSe mieracrion. classes)Elastk theory of stiffened plaies. (7 classes)Plaie buckling theory and the used of design charts for predicting the buckling strength of structuralcomponents. (S classes)Mode-s of ship failure and appropriate design derations. (7 classes)The structural design process as a synthesis of rules, codes and rational procedures. (7 classes).
Conutez Usage:
1. Homework assignment on designing stiffened panel of a ship bottom structure.
Laboratcty Projects (including major hems of equipment and instrumentation used):
1. None
ABET category content as estimated by faculty member who prepared this course desaiption.
Engineering Scien: 2 credits or 66%Engineering Design: i credits or 33%
Prepared by Ç\ 1L.r-..- Date: 5fLJ( rr
FIGURE 33. COURSE DESCRIPTION FOR BERKELEY NA 154, SHIP STRUCTURES
NA 154
- 63 -
OUTL1
Ship Structures A. E. M1&rsour
1. Claracteristcs of ship structure
(e) Strength versus stiffness
Primary, secondary and tertiary behavior
lyoical .idsh$o sections2. Loads eppfled to ship structure
Static loads--standard longitudinal strength calcvlatlons
Dynamic loads--low and high frequency loads
3. ox girder ìnilysis
Two dimensional stress analysis
Stress distribution around a section
Shear and girth stresses
Cd) Oesiqn considerations
ft)U1ti..atestren$h an4 felluri modes4. Sheer lag and effective breadth
lasic concept
Application and design chirts
S. Oeckhouses and superstructures
Two-beam anlys1s
Experimental results
6. 8ending of plates
isotropic plates
Orthotropic and stiffened. p'ates
7. 8uckling of plates
Isotropic
Orthotropic
8. Ultimate strength of beams, plates and box grders
FIGURE 34. ANOTHER COURSE DESCRIPTION FOR BERKELEY NA 154, SHIPSTRUCTURES
64
Sht Structures rau 1949
I n struc t ori J. L Paulling
Cours, t1ln. and Scheduli (Subject to change at wfis of in5tructr)
Reading R.6er.nc, $ s Principles of Nial Ar'chitectur,, Vol. 1, Lewis (Ed.)rub. SN, N.Y., i9.
sk Tc!Qç Ra4jn R,fer,nc1
¡atroduct ion - The big picture. O. 3, Sict. IShip structural static loads. 2.1. 2.1
2 Dynaiic wave badi - deter.inhstic, 2.3-2.5Probabilistic. 2.6-2.4
3 Long ten .trea.. loads. 2.9-2. 10Other co.çontnti of dynaaiic bing 2.11
4 Pox girder analysis 3.1-3.2Section s.o&bus co*putat ton 3. 3
5 Shear aiid transverse stress thitnibut ion 3,4-3,5
4 Shear leg and effective brea4th 3.6
7 brilon ar4 related effects 3,7
$ Secondì.ry structural response 3S, 3.9
Plate bending 3.10, 3.11PIIDTER$ (1'(
tO Transverse str.nçth considerations 3.12Dec khousii and superstructures
Il Modes of structural (allur, liett states 4.1-4.3Failure theoriet
¡2 Structural instability and buckling 4.-4,7
13 Ultilate strengthFatigue 4. 1
14 ¡ntroductcr to reliabtllty Sect. 5
¡5 Catch up. loose ends. Review.
FIGURE 35. ANOTHER COURSE DESCRIPTION FOR BERKELEY NA 154, SHIPSTRUCTURES
0$)lCa) Outlia
g* 154 - Ship Structures
i. natur. of ship Structures ssd basic coocepts of shipstructural design.
a. Arrangeet of structural componeats.
b. Functios of structurai components.
c. Comparison of ship structures to other structures.
d. Sabdivisloo of response (primary. secondary, terciar,).
2. ShIp structural loads (demand)
List of loads (static, quasi-static, dynamic)
Standard static load computation and use is classificat loosociety rajies.
3. Plane stress analysis
Derivation of equations of equilibrium.
Stress conceatrstio..
4. Analysis of hull gtrd.r and hull moduli co.poeents
Elementary box bes.. analysis la bending.
Torsion of this-welled slendir besas with closed sections.
Shear effects is this-walled slender bea..
5. Laterally loaded grillages and cross-stiffened panels:descriptios of pb.so.esa, derivation of equations of equilibrium,use of design charts.
6. Buckling aad ultimate strength of columns and plates.
7. Further aspects of structural failure (capability).
Teasile/contpreSSlve fracture and failuri theories
Fatigue
e. Brittle fracture
d. Welded connections
8. Uncertainty of design process (demand vs. capability).
9. ClassifIcation societj rules.
FIGURE 36. ANOTHER COURSE DESCRIPTION FOR BERKELEY NA 154, SHIPSTRUCTURES
- TMCORT Of SNIP STRUCTURCSAlla Mansour
?EWTATLVC 04Jt11wt
L. Representation of the Sea SurfaceI. Probability distributions associated with a random
process.Stationary and ergodic processes.Autocorrelation functior and spectral density of astationary random ptocess.TypIcal sea data and sea spectra.
if. Dynamic loads and response of a ship hull considered as arigid body.
i. Input - output relationstransfer functions /response amplitud. operators.ShIp response spectra in long-and short-crested seas.
III. Long-ter. Prediction of Way. Loads - fxtreae Value andOrder Statistics
Long-ter, distributions.tztreme wave loads - order statistics.trtre. tota) wave and stiliwater loads.
IV. fully Probabilistic Reliability Malysis (Level III)I. Variability ivi hull strength.
RelIability concepts.ProbabilIty of failure using determinIstic oc normallydistributed stillwatec loads.
4.Modes of failure in hogging and sagging conditionsbounds on the total probability of failure.
V. Failure Analysis Procedures - Design ConsiderationsI. Long-ter. procedure.
Short-term procedure.ApplicatIon of failure analysis to a Mariner and atanker.Th, level of safety-optt.ization criteria.
S. DeterminatIon of a hull section modulus for a prescribedlevel of safety.
VI. Seai-Probabilistic Reliability Analysis (Level ¡1)I. The mean value first order second moment method.
The Eaaof.c/Lind reliability indes.Inclusion of distribution Information.Partial safety factors (Level I).
S. trample application and comparisons.
Dynamic Loads and Response of a Ship Hull Considered ¿saFlexible 8odyI. Hijh-frequenCy steady springing loads and response,2. High-frequency transient-slamming loads and response.I. Combining the high-and low-frequency loads.
Ship Huit Ultimate StrengthI.Failure is a result of yielding and plastic flow (the
plastic collapse, shakedown and initial yield moments).2. Failure as a result of instability and buckling (modes of
stiffened plate buckling (allure).
FIGURE 37. COURSE DESCRIPTION FOR BERKELEY NA 240A, ThEORY OF SHIPSTRUCTURES
United States Coast Guard Academy
The contents of the 1442 course entitled Principles of Ship Design and 1444,entitled Ship Design and System Integration, at the Coast Guard Academy includemany topics beyond those involving structural analysis and design. But Figure 38includès the actual two assignments involving structures from among 21 listed, alongwith the catalog description of the first course, and Figure 39 includes similar itemsfrom the second. The handout material for these courses is very detailed but veryorganized and extensive. Students at the Coast Guard Academy possibly do not haveavailable to them the same level and technologically advanced treatments of marinestructural analysis and design as do those at many of the other schools, but thosegraduating are certainly familiar with the fundamentals of the subject since it is dealtwith soundly and well.
United States Naval Academy
While there are several required courses dealing with s2veral aspects ofstructural analysis and design in the naval architecture and in the ocean engineeringprograms at the Naval Academy, and more elective courses available, EN 358, ShipStructures, and EN 441, Ocean Engineering Structures, are, respectively, theprincipal ones. The respective capstone design sequence courses include the usualstructures content, but students in both programs are also required to take EN 380,Naval Materials Science and Engineering, and evidently learn about fatigue andfracture there in addition to the more scientific topics which are all that are includedin many of the basic materials science courses elsewhere. Syllabuses for EN 358 andEN 441 are included in Figures 40 and 41, along with the reference list for 358 and theABET description for 441. These last two items would seem to indicate somedifference in the levels of the treatments in the courses, but this could be in error andis only suggested because the 358 reference list includes some quite old - but classic -entries despite listing the very valuable Hughes book as well.
Virginia Polytechnic Institute and State University
The required undergraduate structures courses at Virginia Tech reflect thearrangement that places the ocean engineering program and the aerospaceengineering in the same department, and that it is an ocean engineering program
Pd.dpld .1 S4 Dedp 1442
The zeaca c sp desip. Hell meag d iiJ sipby d A$ tules. the 6esa iuom ççlic*.
O.elesflai6Oo vw itio. pivcedwes with enphsù o.Iiai bellaoeu and utigh* na comparan ve analysis eleuel and psyio*ifiis of merit. heil vado pulii#iuy devcloçme of general
wrvme. CAD Inienve cwx ina*j wiò s am-prepvedprtllßtïMry bull and WTWigCIuer.tZ deslgo be compkd in p tgn/Synea bgiition (1444).
4.0Forme O Frojeca
Peqis: 13421453
Rlctionz I/c C.adeu vid NAME Majcel o.lyrno.*cru osru: CAU.
19. LongItudinal Strengjb AiiiIythJ1. Based upon yo SecondWeighOG Estimate. Loading Cooditlos Calculations and appropriaterontIos from MuSurUHydromaz, the Design Team shall:
Evaluate Still Water, RoULaS and Sagging Longitudinal SIzengih ofyour vessel In each of the 4 loading conditions. The rnutmu'nbendIng moment and shear toree shall be highlighted foe eachcondition.
Using the minimum bending moment and abear torce values frompast a), determine the material used la the cooztructh. of yourhull sad calcolate the minimum permhsibk beading and shearstress.
e. Cakelate the required midship section modulus foe your vessel.
d. Provide plots of the weight. buoyancy, load, shear and bendingmosneat curves fa each of the analyzed cases. ideMiíyiag thelocations of che minimum shear and bending eat values.
20. Midship Section Design (Sì - Bund upon the results of theLongitudinal Strength Analysis of your vessel and appropriatestructural design criteria, the Design Team shall:
Design, draw and label the midship section for yo veuet Insurethat all major structural members are included and dimensionstre provided.
Deianiine the plate thickness foe all decks, shell and bottomplating.
Determine the size and location foe all m.ajce structural membersIn accordance with applicable ABS rules. USNflJSCG specifications,tod OER requirements.
Determine the required thickness and stiffener sizing for typicalbulkheads . collision, deep tank arid standard watertight.
Determine the Moment of Inertia and location of the Neutral Ausfor your midship section. Provide actual bending moment andshear stress cakulations foc this section and compare said actualvalues lo the maximum permissible values from part b) of theLongitudinal Strength Analysis.
FIGURE 38. CATALOG DESCRIPTION AND SELECTED ASSIGNMENTS, USCGACADEMY COURSE 1442, PRINCIPLES OF SHIP DESIGN
DSt lM.u. 1444
T%s &ji i Na,01 Ajc L MW Et.144rt cb.çk6. ut pvea be U ut p (1442).
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FIGURE 39. CATALOG DESCRIPTION AND SELECTED ASSIGNMENTS, USCGACADEMY COURSE 1444, SHIP DESIGN/SYSTEM INTEGRATION
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0144
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(3-0-3). Structural design considerations
for
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Design
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finite 1.a.nt analysis ars introduc.d.
boundary
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Textbook i
f,P'>¼bO,FSHORZ *TRU(IVRAL DIGXWS01I$0 (Prent ice
Mall) (by T. L Dawson)
Course Coordinator:
T. M. Dawson, Prof.s.or
Goals a
This cours, is designad to give ocean
.ngin..ring najors a working knowledge of
natrix structural; analysis, .nvirgsnta i
loadings and foundation consideration. a.
they relat, to analysts and dasign of
offshore structuras.
Prerequisites by Topics:
1.
Strength of Material.
Topic.:
C1ass
3..
Matrix structural analysis
35
Wind and wave loadings
IAnalysis of offshore structure
13
Foundation oon.id.rations
STests
3
Cut.r Usag.:
Matrix operation. and astrix cosputer solution of linear
equation. by astrix inversion.
Spr.adshest proqrainq of scalar .q'uations ssocist.d with
wave foros., joint loads, sto.
Matrix oo.puter analysis of structures.
Laboratory Proj.ct. i
i.
Tara Project:
D.tail.d analysis of an off shor. structur. for
d.tlections and stresses.
Estisat. Content:
Engineering Soi.nc.:
1 credit
33%
Engineering D.sign:
2 credits
67%
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l-9
Introduction
pp 3-25
Matrix
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Appendix
l-14
Matrix Algebra
1-23
Structural Analysis
pp 3734
1-30
Upp 34-31
Quia 1
2-4
Structural Analysis
pp 51-47
3-13
pp 47-$0
Quit 2
2-20
Znvirona.ntal Loeds
pp $1-9$
2-27
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pp 122-133
3-20
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Static Methods
Class Mot..
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4-10
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4-17
Foundations
Class $otss
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5-4 to 5-12
fxaaination Period
rather than one in naval architecture. The first one after the basic mechanics ofdeformable bodies, AOE 3024, is in fact named Thin Walled Structures and is includedin both curricula. Information on this course, including the syllabus, is reproduced inFigure 42. The content is somewhat advanced for a first course actually dealing withstructures rather than fundamental material, but it is obviously tailored to preparestudents for the differing following structures courses in each of the programs. Inocean engineering this is AOE 3224, Ocean Structures. The description of thiscourse, in the same format, is given in Figure 43 and examination will demonstratethat ships as well as ocean structures such as offshore platforms are involved.Professor Hughes evidently incorporates the limit state analysis concept - buckling,fracture, and plastic collapse, for example - in this course much as he did in the text"Ship Structural Design: A Rationally-Based Computer-Aided OptimizationApproach." (Terming this work a textbook rather than a reference is justified bycomparing it with say the chapters concerned with ship structures in the variousother Society of Naval Architects and Marine Engineers books and several otherreferences mentioned elsewhere in this section. It does indeed remain the single besttext currently available dealing with marine structural analysis and design.)Somewhat abbreviated syllabuses for many of the succeeding structures coursesoffered by this single department - AOE 4034, Computational Structural Analysis,AOE 4054, Stability of Structures, AOE 4184, Design and Optimization of CompositeStructures, AOE 4984, Computer-Based Design of Thin-Wall Structures, and AOE5024, Vehicle Structures - are given in Figures 44 through 48 to illustrate theadvantages in combining the structural offerings needed in two mechanics-basedengineering disciplines so as efficiently to provide viable undergraduate and graduateprograms in both.
Massachusetts Institute of Technology
The situation at MIT is apparently in transition as this is written, but thoseundergraduates in the ocean engineering program presumably take or recently took acourse 13.014, Marine Structures and Materials, and the syllabus for this course astaught in 1994 is given in Figure 49. The combining of classical somewhat advancedstrength of materials topics with the properties and basic science considerations ofmaterials - as determined by someone as eminently qualified as ProfessorMasubuchi - results in a presentation in which matters like fracture and plasticdeformation must be better explained and hence better understood by the
Movs..O-a 15. 1915
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4034 NPUTATIOWAL STLUCDJP.AL ANALYSIS
Static and vibratory rispen., of frisad structures. Th.satrix .iq.nvalu. probt.. for buckling and (rca vi-britten.. Static rispen., of ta..inat.d cospeette plat..by thi finiti 1.s.nt ...thod. PrI: 3124 or 3224.(303C) II.
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Introduction to matrix .tiffnsss ..thod and ltn.ar vi-bratins of sultt-daqr..-of-Cr..dos aysts. AOL 3124and AOL 3224 Covir this.. topics.
JVSTIPICATI0W:
This cours is d..iqn.4 t. continus (co. AOL 3124 or ICC3224. and prsaents sors .dvancd co.put.rte.d analystsof structural statics, stability, and vibrationi. Thiscours is an xps.nsioo of thi .at.rial now cov.rsd taAOL 4250. prerequisites ,.k, this a sØQ.ior lavet Cour..
WUCATIOWAL. OSJWTIVZS:
Th obj.ctivss ar to provide tho un&rst4z4ioq of. and..thodi to t1...nt th. co.pJtsr solution to, to.static a.r,d vibratory r.,pcna. of sk.L.tal cr4 cootnuou.structur.s found io vehicles.
INSTLUCtQl:
L. R. Johnson. 46
$'er'er 1, 11i1
3. tatroductlon to nu..rjcalAnalysis of ta.inatedCospoatte Plat..
LircMo(f plat.thlory; .tra&n-di aplac...ntequations, equi-1tbrt squattons,boundary conditions,virtual work
Clasiicat 1asin.tjothiory: sbiar-.xtanstencoupling, extension-bending couplingfinit. t.s.nt athodfor static niponasof std-plan. syatrictaainatse: to. plan.strass er in-plan.prob1; th. bendingprobt
- 75 -
VII. TEXTS Ab SPECIAl. TEAOI ING AIDS:
VII!. STtL.ASUSt
Percent ofCou r $4
Continued eatris structuralanalysts by th. stiffn.ss..thod foe trussas, francs,and grids 20%
Distributed leads.t..p.raturS viciations.structursi odt(Lcationu.sy..trical structuresatrtx slqsbra and Un.arstsultan.oua equations:bar,d.dn..s, ,paricn.ss.tri arqutaritatien
The atrix Liq.r%valu.Probt.. 20%
$uct1nq of colu*nsand sl.pLi (tasas(gsosetcc sti.Unesa)
er.. vibrations ofsu Itt -degree-of-(re.dos itructjria
Matriz iteration
FIGURE 44. COURSE DESCRIPTION OF VIRGINIA TECH AOE 4034,COMPUTATIONAL STRUCTUR&L ANALYSIS
Noveab.r 25. isiS
AL$S MC QCUJ CIL*t)C 4054
De si. is to give students an .uiderstandiriq of the t-portance of stability as a governing d.siqn crit.rienand to provide th. bests for understanding the bucklingcrit.ria to d.si codes.
IWSTRUC!Vx
t. t. John.son. 6494
Vit. TtXTS A SPEC ¡ AL T% I Alpi:
si.its... o. s. rtAS'TtC SIAIILITY or S11LTU1LS.Prentice Salt. 18.
Viti. SYLLABUS:
Percent etCoursa
1. !ntro.duction Using tigid Barand Spring Podels of P..lStructuresConcepts and definitions
ot stabilityEquilibriia. e.nerqy.and kinetic .ethodsof analysis
For.s of tstabititfb(urcatioø. liaitpoint
Isp.srtsctioli ,en5tivitV
FIGURE 45. COURSE DESCRIPTION OF VIRGINIA TECH AOE 4054, STABILITY OFSTRUCTURES
20%
- 76 -
t.
STAIR.ITY 01 ST*1x1V4.L3
( A* TITLE: STAI. 0f STRttUU3
CATAI.00 D($CRlPtIl:
4054 S'tAIlLIfl Of STRLTJIZS 2. fissuraI Duckling ofCe lu.n. 30%
Introduction to the ..thods of static structurel stabil-ity anlysis and their application.. Buckling of colusand (tasse. Energy s.thod and approatuat. ao3.utioaa.Elastic and inelastic behavior. Torsional arid lat.rslbuckliq. V.. et stability a. s structural desiqii cri-t.rio. Pr.: 3024 er CE 3111 er £S 3080. (3L)C)I.!!.
£quitibriva approach;perfect and isperfectcolumna, SouthwetlPlot
Cin.tic approach.load-tr.qu.ncy curves
tn.rqy approach andspprozisat. ast,o45;
Il. co(JPsL STA7J2:
a. Pevls.d courseb. Expansion of : 4600
Rayi.iqh-ltt*.Calerkin, fiait.difference
Elastic support
I!!.
C. Effective Parch 1987d. Graduate cr.d.lt r.u.st.dPRXP.ZQUISITL3 6 IEQVISITE$:
Basic ..thods of structural analysis covered io 3024 orCC 3111 er LS 3080. 3.
Conditions andelastic foundation;critical springsti (trissa
inelastic behavior;colu*ri design curve
BuckLing of Plan.fr sae s 20%
IV. .nJsTIrLcArroN: Application of bias-coluari theory
This course is sa lsctivs for ADE, C! arid (SP seniorsand graduati stu4,ta. The cours. t oc Lud.. both theore-tical concepts et stability and applications to strvc-turai eaqinserinq practice. To understand th.a.ith.&sticsl theory r.uir.s a .ini.ia et senior irrst
4.Sway buckling
Torsioriai-flexuraIBuckling andLateral Buckling ofThin-Walled Open-
..aturity ta structural analyst.. This is an .xpanstoo Section Coluans 20%of the esteri at cove red in AO( 4600. The cour s.. j scross listed with C! and tSP 4054.
S. Bonconservative LoadsBacks Coluan
10%
V. EWCATTOSIAL OJWTIVU: 100%
kZOSPAC1 MD OCtA$ DIG1XU3.1G 4144
DISIGa £110 OPTIMI 1ATiO or COSI?C )IAT1AL.5 Ast STRt)CTVW
£tP TI?t.l: DES/OPT O? COG MATTA
S. CATk1.OG D1Sca1PTIZ
41444114
DESTC$ ASO OPT IXUATIO« O? .osin MAT1AL5 kilO
Design a.p.ct. of issinste constitutive r.laticn.s,coupling and decoupling of tn-plan. and out-of-pun..uastic responsi. Tailoring of lasinsted cospoeltaeat.rial. to last d.aign r.qutrea..nta on rtitfn.si and.tr.rqtb through to. us. of qraplicai and tnrs.rIcaloptisigation techniques. Introduction to integerprogrwlng: branch-ind-bow4 i.thod and gan.ttcaiqortthaa. Stacking a.qu.nc. ds.ign of lasiat.dcoajosit. basas &nd platas via integer progrwtnq.STai 3024, CI 3404, or _. 3044. (30, IC) .ach. I!.
II. cOVR.SE $TATTI$:
Mev Cour...
I/k.Lff.ctiv. data i. Spring S.sastar, 1413.
4. Graduate credit is not requested.
III. PRPQ(TISITES & P2QJISZTt3 2
11nowlsdqs of the fundsaintalS of .cbanics of d.torsable,at.rieli, and tructurai ,.chantci is prerequisite.Knowledge of sechanics of cospo.iti estensi. is highlyr.co.asnd.d but not required.
IV. .1US71?ICATIO$:
LasInat.d oow.posit. satanai. 5X5 replacing conventional.at.rl.ls in wiy structursi design apçlicetlons. Mfncreaaed nusb,r of estensi variabi.. that can b. us.dto eset design nequinseanta sakes optiI:ation an Id.altool for design. 1h. discret, nature of ply thick.ria..end fiber orientation angles that ar, used for practicalde.iqit situation. further requires to. us. of integerprogressing s.thod.. Tb. design of coaposite satanai.i., th.r.for. pr tsar i ly a stack Ing s.q.aencsoptisisatice probie. which require. very agacial0t1*lzatioit tool..
V. iUCATIOIO.L OBJECTIVES:
At to. successful coapletion of thi, cours., thestudents vili b. able to d.aign stacking sequence ofisainated coaposit.. oçtiaslly by s.akinq ase of uniqu.elastic prop.rtiee of tb. satanai that couple In-plan.and out-of-plan. deforsation nod., in a cosplax sann.r.Stud.nts will be ahi, to ua. noval casputer basedprogna.aainq techniques for to. stacking sequenc. design,and deaonstnste to. approach by designing bias end platestructures for tn-plan, and out-of-plan. stiffnes. andstrength nequir.s.nts.
VI. TXSTROCEOR:
Zaf.r Curdal, ES11 Prof.ssor, i-5905 end Raphael T. Raftka,AO! Professor l-4160.
VII. TEXTS MD SPECIAL TE.ACI$G AIDS:
Required Class netas by Z. Gurdel, R. T. Saftha, and P.Eaj.ia (To be Published). Optional reference textbooksInc I uie:
Ion.., R. M. KEWIICS OP COiO5ITt MATJAI.S. MevYork, Essisphere Publishing Co., 1975. 350.
Tasi, Stephen W. COI4POSITE DESIGS. Dayton. Ohio:Think Coeposita,, 1990. 3*0.
Vjrtaon, .3. 4., and R. L. Sj.rakowskj. TX! BuV1OR OP$rRiJcrJR!s COMPOSED OF COMPOSITE I4ATESIALS. Boston:Itartinus Xijboff Publishers, 19*7. xi, 323.
- 77 -
FIGURE 46. COURSE DESCRIPTION OF VIRGINIA TECH AOE 4184, DESIGN ANDOPTIMIZATION OF COMPOSITE MATERIALS
Th.T
Percent ofCours,
i. Z ntrcduct lo to design and '.5%oçt Lii se t i oa
3. L.a.aInate con.tltutjv, behavior 12.0%
a ki.&n1ca1 loading (3.1%)
b. Iygrotheral loading (3.3%)
a. Coupling response, decoupling(2.5%)
4. Design vs.ri.tl d.finitiona(3.5%)
3. Coo.ite failur, theories 5.0%
[asina Istmi. (2.5%)
tasinats failure (2.5%)4. L*a.inate Ln-plsn. stiffness and 24.0%
strength design
Ranking, carpet plots (5%)
Graphical optisisation (7%)
C. Graphical stacking aequeric.design (3.5%)
4. Sandwich Isainat. design(3.5%)
s. Design Cor tupansture andioisture loadIng (7%)
5. Stacking s.qu.nc. design via 17.5%integer prograssing
Branch-and-bound alqonitha(7%)
C.an.tic search algoniths(7%)
C. Stocking s.quanc. design as so1.nt.qer probles (3.5%)
*. Stacking segueric. design fon 24.0%banding stiffoass and strength
b. l.a. dasign for buckling(7%)
e. Plate design for buckling(graphical) (2%)
4. Plate design for buckling(coeputational) (10%)
7. Expert syeteu and artificsl 11.0%Lnt.iligenc. in cospo,ite design
Expert lystass for co.pc.it.design (5.1%)
Retirai n.tvorks for ccspositedesign (3.5%)
- 78 -
Special Tiithing Ais
M.va SYU_.4.BUS
EDUCATIOIAL GEJECT1V.
Havtg ,sUy uthii.d èi è. *adaa w (I) a
bnctwjrd ci è. lEa ai sucà of è. flaa typs ofwaD assw (2) b. 1i w è. ---.ii.J iigoe b d vsA
lEA (5) --1 w è. as a.J Es arailciaifly by tsIg . of è.
è. (4) hets ød few a th s]giii kImis izi VJy aid idag a ts1a4 -I--- aiwr,zsJ drap
D4s-rRUCrO&
Pr&toe Owes Heghes, 5741
TEXTS AND WAL TEAG{G Afl)S;
led
Hughes Owis STRUCTURAL DESIGN: A RAflOt-4ALL1.BASCiJTfrf) 0PTThtZAT1ON ASPROACI( SN&JA Jessey 1sy, Newkzscy. 191& - 364
Foe è. dp proce
USERI MANUAL R)« MAESTR nuce Enginess,ng, evsts-Iie, MD. 191*220 ssg
FIGURE 47 COURSE DESCRIPTION OF VIRGINIA TECH AOE 4984,COMPUTER-BASED DESIGN OF THIN-WALL STRUCTURES
Mcdesg M b Cuei-AJ zal Drap
ckis« ( ad ) of Paaa
Thxkg (e ad ci PziBucksg (cc ad k) of isail Cy1is
ad Vri by Elgsmrthc Mcth
ci Lap iwtaal PlE Due ai Beeding aal
ci Oxsçuer-8ued s'tassmJ Dusip
A0A CE A.? OAI4 4GRQO
1 FOE I
AGE 49*4
t3esigi ci Th- WaD
ADP Th)C CXDI STRUCT. DES3GN VI.
L CATALOG DESQ.QTT04:
49*4 Cunea-t* Drgi ci Thi-Wafl
Mctk4 b ctating iopaa uwi1 th bariy,i,. I soaJi 1 cçfini (1 i a1y/dsp pojazsi.BxUing ci pisi. ifra *oeJi &14 c7tisi E1n.iiue &4s b bxk1isg.14 yitsai IrciomcnsJ pc &pa - çroçete Uke
of ge entaJ Apçxcxic.tc1y yI1y/desp çsoje of eg cçc .14 raXias. u apcd thc*igs* the
Ps:3l243224. (3H.3C). L
fl OXJRSE STA T1J:
Mew zic. io e Spinj 96 I . 0tjdt* rdit is ieq'14.
Tfl. PRE.EQ1flSTT:
of the sgLiisj i the AGE 3114 aal *0E 3fl4 ia1 t this
c grw.taI srizlys, i f_ of t eI aah14. ¡14ismpa iyas ci t.itwsi fa3OEL
ri. JUSflMCAflON
r bcseaissg pa eral as'fy of dozbop CSaa. &id ia&jy xUing, &. pla of this-wsfl as
a Lsi dgn, h ws& e*,ingy c wva,s lEs5J as ai.Jy14 explicsly (t5 O Eplicaiy. by e14s .dbinulaie i ctsns b a mL0 rXea wbi I*IX -oç*inaa sut. acOErding io the designe?s ipecif ssze ci wi.
This - Es*uc the 14rs to this w of ftiC*W11 dgL gag
dc5aading of the viroia vy ci m,al te ¡ial¡ %icgc ccziçks this-waD ais
wio3ge ei the ccscc.,d algcróms t at 1cxm lisisia a14yht-c* ezper. thtcegb s CIrzínztly lx) ci eJy
celEe sial risic ccsap.Rr lEi r Jydcisp
This ftJ ICYCJ *0E 3124 Aw rwnssA 0 3V4 WbXb pe sznç4y sa osv'.-cv aal cifwxnaaxti (e.g c of fn,tc cIcews asa1yws. aid g s t7 ci IÁ*st). Thu cuue co the e pkz ry of lioni aax cilai] we h ruisa of du&nng g and kog ouiaa& qx. aal aber thin-waU Bsdcs . iain s tîs pI £Jg-l2.os3 tb
lis required h tinti asse snaiylOE.
The sei-tassaI projects p,s tbe mdcii s lrea*a14 kwIsalge of bow the thaxy.14 the aigxnhcn are ssnafly tassaI is aawi Ce5pAa-1zic4
çt ¡14/ii tinti aule srssiyau. This pieticil eIprric çtssiyisdjsdi,tg and ¡pçruaocc ci the nuh)ccx rssta,aL tbe aezicau is the satwiJ sseiaes k ¡bo pa dss eiei a chedesign of aiitgei, whieb a pnss s as ¡ehuled a the crn1aa
Crssthiste credi e requcaed cntcss citas is a relaiy w deekxsea ta xuii1desge. h n ws cborcaugb ¡M a volvti se thecs7 (ii Loesing eitc5' ii
irU pirripla apprc.cb) that the uci *J dcntp Many
¡e.x aral/ce xan eng'esnng Ç*11Zssrt3 as ya t cha w,
Ve CIC h, aid ibereítxe tiany ¿eung çedcau and will as hesmjiia. wth É.
I.
s.
LELOSPACE AMO OCEAN ENCINEISINC Silt
YCMICI.( $TNUCTViE$
C LOP TITLE. VVIICLI STEUCTUIES )
I. CATALOÇ o(scNIPTIOM.
Silt
VIHICLE STIUC1UNIS
Exact and aiproxiaat. sethods for analysis and d.sin e?asrospece and sann. structures. St Strains.C.nstjtutiv. Equations. iqjndary Value ProU..,. sAd TueDI..nsional Elasticity. T.nslon. Variational M.theda.Virtual Work and Energy Principles, Structural MechanicsTi Traditional Lpprexieate Methods and LasiratadPlatea (3N,)C)
U. COUESE STATUS.
N.difi.d Cours.tevialon e? LOE 3221, 2,3 sequence ints sjngl. course
C. Effect!,. Fall ltl$
PtEI(QUISITES £ COLEQUISITIS.
JiSTIFICATION
La accurat. stress analysis if varleus endscia., structures is a prerequisite te their eiU.u. de-sign. In practice, varieus exact and aiir.xi..t. analy-sis techniques ¿r, used ts erfor. such an analysis.Tiere is a teid te teach sur graduate students a clusethat pr.vides an ind.pth knowledge e? conceits is ad-v.nc.d Structural Analysis t.ctiniqu.s and alta help,the. In the understanding e? various conceits s? Struc-tarai Mechanics.
Y. EDUCATIONAL OIJECIIYES.
Tb. educational objectives et this Caurle will be t. i.part a Pesi,. knowledge et various conceits a?Structural Mechanics as eaployad in ti. analysis and d.-aipa .t aerospace and aarine structures. This knowledgewill sise prepare the students te take ether, se. 5pe-cialIzed, courses la Structures.
Y!. INSTIUCTOC.
I. c. Eapanla - 'lii. 1. 1. Naftka - t$i
TEXTS AND spEciAl. TEACMINÇ AIDS,
teddy, . , GY AND VAIIATION*t. METHODS IN APPLIEDNECMAMICS,' J,hn Wiley, NY iSSt. Aise class notes.
SYLLAIUS,
Percent o?Ceuta.
PACT A (THEOCY O ELaSTICITY)1. IntroductiO"' Stress and
Strain i 5z
Stress and Strain atioint. Stress Tensorsand Cauchy'$ Foi.ula.Lagrangian and EulerianVariables. letsUanT , Tranlføratiens? Stress nd StrainTensors principalSt principalPlanes. princiPal Axes5V Strain. CoaoatibilityEquitions.
MsCh lt. ¡$4
FIGIJRE 48. COURSE DESCRIPTION OF VIRGINIA TECH AOE 5074, VEHICLESTRUCTURES
-79-
Z. Constitutive C.uatiena andOther Censideratfena 151C liged Nosk,'a Law,Anist tn,pic Materials,Tenser e? Elastic Con-stants, Strain £ner,yDensity FunctienElastic $.setry.Trans?.raatiln etElastic Modulli,lelatien aeoñi ElasticConstants, ieundaryValue Probless ferLinear Elasticity.Saint Venant'SPrinciple. Uniquenesse? S.lwtie'
i. Torsien 205Torsign et Circulaand $cncircuiarS.ctiens, Thin Wall,dSectiens. Single and
Multicell Tubes,Warping Functien,Oiv.rgence e? eIrc.a?twinsi, Axial Censtraintfir thin walled sactiensunder tension
PACT I (APPCOXIMATE NETNODS)I. Virtual Work and Esergy
Principles lixWork and (ns'gy, Strainand Cea,leaentarY Energy.Principles t VirtualDisplac.sntI. UnitDjsey Oii.laceeentMethid, Principles e?T.t.l PetentialEnergy. VirtualFercea and CøePl.eentaryP.t.ntiai £n.rgy, unitDusuy Lead Methed.Castiglian.5 First andSecond TP Maxwell-letti leciprocal fleere..Traditional teats(s.s. lits, Calcium,least square and cellecat-ion) .5Ihods. isateMethods ts Analyze AircraftWings under AerodynaaicLoads
2. Analysis et Thin Laeinat,dPlates 155Equations st Metiea ferIsotropic and ThiaLasinatid Plates.Eirchott'5 Theory,Exact and Approxi.ateSolutions e? lendingo? Plat i, ThersalSt , Analysisof Delta Wings andControl Surfaces
5. Analysis e? Thin LasinatedShells 151Equations of eQUo, forcyliAdricsl andsoPericil ihells,Axiiy.a.tric' *syee.tricand Edge loads, Shallow-Shell Theory. Zaert.n,iQflalShell Theory, and N.ab-an.Shell Theory. Analysis oflings (IulkPøadS).Analysis of AerospaceYe h 1cl es
loot
Project Presentations
FIGURE 49. SYLLABUS FOR MIT COURSE 13.04, MARINE STRUCTURES ANDMATERIALS
- 80.
t. 917
Cssrs. Sylb.bu,
1ia
.a 194
2. 919 Acscsc(3. 9112 Aziai 5.IS.lO4. 9114 Alloy sytt P501
5. 9116 8a4ngiesses 6145
& 9119 N. Clus7. 9121 BuicmctsflwIyotd PSII*.PS02OIII$. *23 CQÇOIitCbC*
9. *26 srus n.i.sIO. 9122 Bcctaflwgyo(sdII. 9130 8OI$$2. $'3 10.1.1(7
13. I5 S1teskaii 1.1.11.2.143 PS43D..PS#4O14. 1'7 tsompic&MisoocçiCmeeiils 3.1-3.2.3.4-3.1
l&IO C.lsabu D., (N.$5. ¡09 ¡2 Niflnd sMfls 3.9-310 PSI4 D
$6. $0914 Thkk-.iAed 3.11.3.13
I?. 10917 Coi.is1Is. 10919 Qlz iI,. 10921 ThM LIS-11$
30. $0924 FxeCÑeriosil. 10928 Muism o( ¡aaea$ egths o( ¡flo7i ps. Oa22.. IO'22 bcbcfidg .i0. 10.12
23. 10931 F'.mdamentals o(aJi çuoçcri omceais24. I U 2 Akawc mcdatés o( c ddonnwot nd D'm. PSi? O
25. I U 4 Aiomic medass d p$ic defo on and trx
26. 1117 PldcIimitauli III-$3127. I 119 Ioiaia and cumag ietiso$oØ P517 D. PSIS
I UI I Veurgas D.y (N. a.u)
21 11114 S4ricIinsubdk?2. 11/16 ioni.1 and ci.tt wchio1i o10. 1111$ CoIuaxk1iq II .:tI0. 2.14
31. 11121 Q.Is i3. 11/23 Britlefrxu.? PTerTrPrOect
t 112$ Tk.ahstiviaf Hofiay Vo Classe
11123 tt3CM4 11130 Bnitirxtu PS Oc. PS'!O.
i:' 2 Eiampks using crt e.ci 3 - t)
-. ;
I:.I_ Firxiur1 . CsIçhrbos
9 i:1 'cUcusc nd!.e.scs -rnPccic.-t Du.
undergraduate students enrolled. At the master's degree level, and specifically in theNaval Construction and Engineering program for naval officers well known as CourseXIII-A, Professor Alan Brown has provided the two course flow charts reproduced inFigure 50. Figure 51 gives a description of 13.410, for some reason entitled there andon the flow chart Introduction to Naval Architecture even though it is obviously abasic solid mechanics course. The 13.111, Structural Mechanics, course taught byProfessor Wierzbicki is described in Figure 52 and examination of the topics listedestablish it is largely concerned with plates and shells and would seemingly be verychallenging if preceded only by 13.410. The insertion of 13.1OJ, Introduction toStructural Mechanics, should help and so it is described in Figure 53. The brief butcurrent catalog descriptions of these and several other structures courses arereproduced in Figure 54, but that and other publications do not provide a coherent orrepresentative listing the individual courses that must be completed satisfactorily toearn any of the various graduate degrees awarded. With the availability at MIT ofvery many other structural analysis and design courses offered by departments otherthan Ocean Engineering, however, graduates should be able to complete programs inthis field fully consistent with the image this institution enjoys.
Texas A&M University
The first undergraduate structures course in the ocean engineering curriculumat Texas A&M is OCEN 345, Theory of Structures, and the syllabus for it is as givenin Figure 55. The topics included in OCEN 301, Dynamics of Offshore Structures, aregiven in Figure 56, and those in OCEN 686, Offshore and Coastal Structure, are listedin Figure 57. These make clear that the undergraduate and graduate programs atTexas A&M are wholly devoted to offshore and coastal structures and not at allconcerned explicitly with ships.
Florida Atlantic University
While the two undergraduate courses of interest at Florida Atlantic are in facttechnical electives, they are included among four in the structures option thatrequires three of the four courses listed be completed. One of the others is entitledDesign of Marine Concrete Structures, but EOC 4414, Design of marine SteelStructures, and EOC 4410C, named Ocean Structures in the curriculum list butevidently Structural Analysis I at present, do include ocean engineering applications.
-81 -
CURRENT AREA CONCENTRATiON IN SHIP STRUCTURES AND STRUCTURAL FABRICATiONFlgur I
I
PROPOSED AREA CONCENTRATION IN SHIP STRUCTURES AND STRUCTURAL FABRICA11ON
FIgure 2
Ds
13 PROO
wd PToxl1i13.412Pc,iN.0 4--
3.31wl*,0 ..d
- 82 -
b O Vd*s
i
V
13112$4f d of M1s-
3 54JCo.
Z2Ii
2.of
FIGURE 50. ARRANGEMENT OF STRUCTURAL COURSES FOR MIT III-A. NAVALCONSTRUCTION ANT) ENGINEERING PROGRAM (COURTESY OF ALANBROWN)
13 1342
13 111Jpws. - s
9Ç- - o.eb
PcVV
+ i
p.13.112
$4M!
13.410 Introduction to Naval Architecture(Mechanics of Solids)
Text An Introduction to the Mechanic of Solids. S. H. Crandall. N. C.Dahi & T. i. Lardner. McGraw-Hill. 19Th.
Cow-se Schedule
Introduction & Fundamentals of Mechanics (Chapter 1)
Equilibrium of Rigid Bodies and Free-Body Diagrams (Chapter 1)
Deformable Bodies (Chapt« 2)
Statically Determinate & Indeterminate Structures (Chapter 2)
Stre & Strain (Chapters 4 & 5)
Mohr s Circle (Chapter 4)
Equations of Elasticity (Chapter 5)
Initiai Yield (Chapter 5)
Fracture & Fatigue (Chapter 5)
Pressure Vessels (Chapter 5 & (lasa Notes)
Thin-walled cylindrical k spherical sbel
Thick walled cìinders k spheres
11. Elementary Beam Theotv
Bending moment and shear diagrams (Chapter 3)
Bending stresses and shear flow (Chapter 7)
Composite beams (Chapter 7)
Deflection (Chapter 8)
Torsion (Chapter 6)
Beam buckling (Chapter 9)
Vielding and plastic b.ea.rn ana1rs (Clam Notes i
- Inelastic bending and ultimate strenrh 'Class Notes'- Plastic suckling Cass Notes'
FIGURE 51. SCHEDULE FOR MIT COURSE 13.410, INTRODUCTION TO NAVALARCHITECTURE
- 83 -
13.111 STRUCTURAL MECHANICSFall 1995
in Room 1-242
F i'rct- )ia.mii Bouthbioortc -OI4A. E.si. 3-966
i)flicz Hour,: 'lonv. Vdzsei4sv t 00.by sei
*;R )f\( ?''l Quizzes !O Pmblens Seis
:\rsp tssignc .n Vednes.v.or reruinea the oIkosirsg iteareso.3v
Thet 'iii be orTis ror uncxc« :.e omc.xoe.2.c,es iisousd be ourtcie0 to tor r À. ,ir :,ie txuicvrteao O cime.
IÇtOK ..C. CguraA. Süents ¡n Pleito as4Shtils. \k13rw Hill
.4pDi ekF\TsqY DÇ
rk i.ajrics Ce L. vm, «c and fln,gg (k,,,eng .%fetho.dsiii S,rvc,urat .feclu.n,a. Hill
m0sorzo aiso ..''0sls-.-eç« Thtors o Plaies uil Shells.
COURSE O..rtLINE
I. Coocp'.o(SrsiøOn_c.Düitenstortsl CustnkLsl irx Cimera CxxiisrJ
tU of Trusor AnaJyDenvatiøn oc Sirsui TenocSuio-Displsccmecs Rctsuoris fit« Mo&naely Lscgc eciiocis of Plaies
Cooce of Sire»Oi.Diricntii.xial C.i..eWort Equu* sienesflvtt-Dinxntoesl C.e.
Theur (.4
Stte-Str..in R..ii.n'E!z,ipt Srj. k.. :' ask C me.siaiv Energl.00.i..c -j
3 'j«,riJ P-.- Eis' 'LLuí5Pnflc,p.ji '.1 it TocaJ Piential EncrisPiU5CiIuI ii \k.niiam rientj3j Exier-çiCitgIi.anoAppvsirn.iluo 'kthiJsR, \tethçhJ (.IcrLn '4eit,od said their Ewsiieaxc
5 Àool.çsiori i '. ir çaiutijl kth.is fo« Dçn'araoqr or Evaibrirrt EquitaokilflvDrn. ..i.14 8aaii
Equlbi-iuna t
Equilibrium ait Sheib. General CaseRoecienslI' Sa mmetnc Shells
- 84 -
7 EasLe Siabilir of Striciurcjterni Coep1
Mjzo* Equilibnum Versus Eoergy MethodLarc Stability Equsuocis of PlatesBitekling Solutions foe Reciasgulai PlatesBtet1iog of Suuferied Plates(i)cinsaec Strength ok PlaiesElastjc-Plastac Buckiing
Bi&..Q.hoi2nc SkxllGenerai EquazioniApç,fkiisorts l'nu(ot-m Etcrnai Pressure
Combined 1o.nçTcsi,onal Bucklinglmçrifecuons .usd Cimpsrisoo wish Eipenmeses
p4knzo(ShdLjrbln Slssll Ap9roiimationSkallow Shell tprnsimation\kmbcane 'ihellskpplksc.('linders.ConesandSpberss
IO. T rcta«cs 'hçar UTçts in Beareti. Fatcs s.isd S1eft,l&ciç Çonepia n "andich Stuctsjrc
FIGURE 52. COURSE INFORMATION AND OUTLINE FOR MIT COURSE 13.111,STRUCTURAL MECHANICS
COURSE tNFORMATION
(\T.l C5R .iszu \Vìcrzicej a 'tcscI' L_: Dcileciaan ot P1stetotessoq oc Àppieid Mec hnjc VjflitiC'flJi rrr.e.h
E.uiIabeiaim"Tcc rows: '-torcosv \VeüticSG. 9jn.ita C.-njataors,
Fno.svOO .O E.csmpka
13.IJ;:cT's STUCTPAL !C"À1C
Tail lt,
JRE 7T1tX
t. The concept of striai
-- Stress tenser-. Caucy rula-- Pr::;aL stresses-- Stress avtetcr
Plan. stress-- Mohr circle-- Rot$0n of coordinate syste2-- Poli: and cylndricil coordinates
The concept of strain
Str.?t easuresStrain and spin tensorsPhys:3l interpretetionPie-n szrin
-- en:ial szr3
Elastic cnstitutivS equations
-- Lirne c:nstants-- Your.gs ooduius and Poisaons ratio
Tsotrpy and csoqen.ity-- Sicpie states: Pydrostetic loading-- Uniaxial stress and pur. shear
Moos lay for plain stress
mc concept of equilibriva
zT.:riuo cf a 3-di.nSiora. :dvCee-sLi:ed s:esses
cf a :eaEte..:s of lar:. :;taticns
-- __. cf acr..-.g late :.e)E-.:r:u2 y:! :e crnci;.es :f ::rtual ..ork
El e..ntuy theory of bsa25
-- Love - Kirchhoff hypoth.sisrnteqrat.d constitutive equationClassical bending equations8oundlry conditions
- - Exasple solutionsEffects of large displacuenti
Energy uethod.s in elasticity
endinq and sarans energies-- Total potentiel energy
Equilibrius via variational foriulations-- 0undary conditions-- Ritz and other approxisate aethods-. txaaples
7. StsJility of equílthriu - buckling
-- Disrete coluin - illustration of basic concepts-- Trectz condition for stabuity-- Colunn buckling as an eigenvalue proble.
Euler forulaPlastic bucklingDesign of coluens - buckllnq curve
S. tleeentary plasticity
field condition ai a failure criterion3.havior beyond initial yieldingPlastic flow and strain - hardeningeckinq and fracturePlastic bending - the concept of t plastic hingeLiait analysisCrushing of circular and pris.atic tutes
FIGURE 53. OUTLINE FOR MIT COURSE 13.1OJ, ThTRODUCTION TO STRUCTURALMECHANICS
-85-
13014 M$ns Iuc1I .rd MaildsPrr.q: 2.001. is.J(1)3-O-t
04 so'd rnsdsrdci wd*r r* br d.sègn nd04 ns iie*. Toçs .4.t.d
b d methwc* wc.d b.brtPe-y. bswn bucJng. p&asb birn rsm,&r4 durs. Topc* rsste4 8,r41cl&s pecsq d*Si ttndc S8se* 04rr*ii&s, u. msdwcb poç«-les, aç w Jo* -.
13.IOJ Intyoducljon fo Sb'uctw.f Mch.nles
(Sws si.1$sdu I.513J)Prsq.: 2.01 or 2.001.18030(1)44-6 H-LEVEl. 0ad Crab
F&.jbr.5rd wc..9ts 04 $W.t%& msct*wit% sççm 8, m$rT4 b-4 C'rl S*A%Gove«ing J*bS 04 Cor8(WTi T4d'.b-I.M&s of b.r4. C0AJ1*. bld sh&ts Eza
4 acoxra1s mtod$ br W*'yS4 o4 51x8-cd i4sfolm tx1xU. Sr4(m.f'o, p(rjAe of t* t. ESaschço( cm. Exç4es frc*i b.mss. b-
w8 oMis.M. Paú& J. Co'ior
11.110 8boduc4ocy Stuth'af Ati.lyilS
(SrT5*iti 13.111)Pv.rsq.: 13.0140(1)34-1Ccaç of debmsk w4 sàb&sn 04
(bit*,w4 cs). Bç 4 r...cs 04 yrtj$ t 4 b-4y rr*Piods iW. Ap mt. R4av Gst'r& Elliot ci 9som.try cSl9ssBuc1dk 04 clsci,ts w4 oxóu04a 004%'Y8.kapfoore d xpI49t caborTai4( r P4 f'q w'sfL$ Qf p9 t.m.
1r.iOt 13.111.T. f
13111 e MesIiIss(St'ØdrnsISwuI 13 ItO)Psq. Pss04Iis*orG (I)3-0-9 14-LEVEl Gt.d Cr.dt
Ca-I:,9t of sTh$bCt- w4rr*dWc* b-4 pfets w4 d
Lies Denv*bon 04 .fa.* StrSf$*br pfals er4 shel br*C 84ón9
w4 tix*irç 04 rec1vAw ÇUWs M*lsarQ.n**t .f!..ti Pos1-tx*k'ç b-d *iti
04 ty'*.af sff ermd perie eadirs-'aS isthiiot.,. G*wU tieory of sfaslc
w4 &$si,let1t V* B'.ick *isrent 04 cfti&tc shs Mesti
e4i s4.taid 13.110.T. fS1szb
11.112 Sal.(y 04 MacIn. Sy,i.
Prb-: 13.014 or 13.410, 13.111.1142,131210c2)3-14 1EVE1G.dC1tMi&* $5lI ri4alOfl Wilpi(i4C*S. Sp corg b-4 lcg dr.g. cais stdi m.t forp. b-4 r*srjjal SlriflQI\ 04 dW&Q.dss. Emm wsvi be, TfTI1Q. bd 1adws. Sals$ bl&fri 045fo14y. . &4 d.d0.crn-ii-is1áç cn.Ox4s ncssy fo con-.4« «4« rn.X5(. b-4I Il«ndvss ifficng Vr VT*1& r-ç.of *r ø4 spis C«4bfl. ki Is SsJEyc4i*alcil. Program r g En.'Worrlsn-tIA. J. 9vuuvt T P$ea*
13122 Sh $4nictur& Ansfysfs s.4
Pr«.q; 13,Ill.13.14or13.4100(2)3-2-7 H-LEVEL Grad CredI
S1ç k.ti sl b-4 P.4 prr*5*51. 9 s*Attr dsi ctxspti. E11.404 msøztss b-4 dIr cn.4scIIson r.1'8fy iV.ngt. Trsc* S1.W $14* b-4 P4mlal 1854*34 l p9 P.4 rdsc. Tor.saor* srç* cl s. 0saQrt*.xirç plats berdog. cck.a wd psI
i8mai. shvlgl\ s4 pias8c4blx ,lfIr*si ags. wi ?flhi
alemirl b-mlyii. Corrc4sv prcs on P4i1J'u1,b d.sç 04 i rrvds1Ç rls.A. J &ow1
- 86 -
131$ Med.I, 1w 0c Engfri..rfn.
0(2)
Prcç«8ss n-mt m.4 b 48'E1Oflof çs d snr.g itrsss.I4cr*trtç.s oa3sàg. heal P.arrsrtiscc. bhe. w4 I&kt.* *I scaf em-
on rrcon reslac of Iscvcx.4 b-4
K
13.13,1 Fracturi 01 SvcturaI MaIsrials
(SènsIu.tjscfas3.9GJ. l.51J)Psr,q:2.3Oor31I or 13.1$G (i)3-04 HL Grad CredISi', deecriç4.... r4« .;.t,'ct 3.9OJ.K MasiAxW. F .L AkGarry
11.17,1 W.fdIng Er9fr*sdn
(S«ns tsd es 3.364)Prsreq.: 13.1$0(2)3-04 H-4.L Grad Credi044d.4 s*4y of c.s*ig abi t,dr oi-à- by es, brazi-0. b-4
bcrr Sc4i.s4 ci Ismsnry pflyl-cal pf9rb s.d es 8WIr1 hósi loa,phsam bld T4nS8,flIctges P4 conçfsx od re u-
wl9 cò*tg TsiIna_. kic8on. W4Prope4.s of frïlmd Jc*'ti. Lshorakwy
04 - « wsk
K £1wi.A
13.410 k*oddbon lo $af Arthhectui',.d C 4 ts)
Pr.req.: -(3(S)3-0-9
h*oax$on b piIes of nival .rthhactg..W gson*8y. h3. at8,n w4
*WInQ of pfacemsrl bld ol4r osvss, rntaci sld damaged abòry. P.4s5'vç4l c»Aabors. wd s rslwe.Prc$cti i.4s co ..i4s(-s,ied $tuç dsb-d a bofe.A. 9rv.q,
FIGURE 54. CATALOG DESCRIPTIONS OF SELECTED MIT STRUCI1JRES COURSES
11 2/27 rutuJ Wot Method19 311 Ddkdiono(&atflS20 3/3 Eainplei
21 316 Fi'esgj MeLhdsfl 3lEwn$ei23 3/10 Stabctndcternkcy
(Spcug Bù)
24 3/20 Mtcrîath ft.Jysu25 3/22 Statkafly t miraLc Structurea26 3124 Compatibility McThcids
21 3/27 Suççax Sctien'icnts ¡M E]a& Sup1x1i ¡0.5- 30.621 3/29 Eampka29 3/31 Statifly 1ia&temiratc Trus.es 10.10-10.11
30 4/3 E.wnp131 415 SSoçc-&fl«tion Equations32 4/7 Frame Prtkms
33 4/10 E.u.rnp1
(Evening Eijdrtc 4/11195: 7:C»-8:)0 p.m.)34 4/12 Equiiibium MeÍxzi for Truss AraJysas(Holiday on 4/14)
9 5.979 1-9.910.1-10.4
35 4/17 Equilibrium Equations by Enesgy Mcthod3 11.1036 4/19 Ei.amples37 4121 Moment Distribution Method 12.1-12.4
3.1 4/24 E.xa.mp1 32.539 4/26 Malni Mc Kds of Analysis 13.1-13.340 4/28 Mmbcz SWYness ¡M Fkxibility Matnc 13.4-13.7
41 5/I Transfo(Tr..ar]cxls ¡M E.UJrpks 13$- 13.942 5/3 Revic-w
Final FvAmination- Friday, 5 May 1995: ¡0;Q3 a.m.-Nonn
FIGURE 55. SYLLABUS FOR TEXAS A&M COURSE CVEN 345, THEORY OFSTRUCTURES
- 87 -
C1243 Date Topic
I 1/IS Wrodx*i C. 12 1120 Ba.Ccq 2.32.9
3 1123 Wort sM Etiergy 2.10.2144 3125 Vutal Methodi 2.15-2.17S 1121 E.u.mp1
6 1/30 SaidF1eaibWty 2.11-2.197 2/1 P.c-i($ Op.3$ 2/3 E.u.mpic*
9 216 Vsuai Aai)iU Nc by Pro(. Roc)ske10 2/1 &aii, and Frii ¡-S.S
Ii 2/10 Sv ¡M Moment Diaranu 5.6-5.9
¡2 2113 E.samç'k* 510-5.1113 2115 mfaUnc(tL) 6.1-6.314 2/17 Mue&i-Btthui Principk 6.4
15 2/20 Uaeo(fl 6.5-6.6(Eering Ewrii,sa1iot 2/21: 7:(»-8:30 p.m.)16 2122 F.u.m$cs17 2/24 Ekflkso(StrJcjr1 7.1-7.3
7.4-7.61.1-1.3
5.30
9.3.9.4
111-11.4Iii
11.6
11.9
OCEN 301. DYNAMICS OF OFFSHORE STRUCTURESFALL 1994. MWF 3:00. 3:50
Instructor Dr. M. H. Kirn (Rin. WERC 236B, Te]. 47-871O)Prerequisite: OCEN 300, CVEN 345, and Computer Programming siu
TOPICS
PARI' I. Review of Vibration Analysis
Introduction
Free vibration of single-deçee-of-freedixn linear systems
Forced vThraton of sia f-freedom linear systems
Examination I
Multi-degree-of-freedom systems (introduction)
Cootintus systems (introduction)
PARi' II. Application to Offshore Structures
Variois offshore structures
Dezi,çi oensideratioc
Dimensional analysis
Environmental loads (wind, wave, and current loads)
Review of regular and irregular wave theory
Examination Il
Wave loads on offshore structures (Mxi.,on equation)
Dynamic system modeling
Responses of offshore structures
Design wave loads and statistical design method
Elementary mooring analyses
Final Examination
FIGURE 56. TOPICS LIST FOR TEXAS A&M COURSE OCEN 301, DYNAMICS OFOFFSHORE STRUCTURES
- 88 -
CVEN 686 OffshOre $fld COa$tal SfructursCourse O.*is - Spring igel
nstructor . J.M. NledzweckiDeparünent o( CM Engineering
Office: CE\Tfl 705 CTelephone: 845-19
Office hours: As posted or caR for an apponUnentLectue: MWF9-9:50 CVL..8 114
Topics
Offshore arid Coastal StructuresOes4gn Cons4dera6ons and Procedures
Waves and StructuresEn*onental ForcesWave Force Equations
Ptrysic Modd Testing
DesIgn Wave Apro
Oynamc M&ss d SImulation MethodsEstimates c Wave Chwacteristics & Struur ResponseDdYraction Analysis - (Dr. J. Roesset, Urne IBA)
d-senster ExamInation (We&iesday Mardi 8,1991)
Offshore StructuresJ_ RIgsFoced Jadc Structures
NeDrÑingMalysls(Dr.LLowery,weeko(Marthis, 1991)Gavy Platforms
Wave kTpac1 Loeig on Platfonn Dedcs- (Dr. R. Mercier, Apd 3,1991)Mooring M&ysls - (Dr. H. Jones, week o(A4x1 7,1991)Compard Plat1Q-ms
Coastal StructuresSeawaRs, Btheads. Revetments, Piers and Wharfs&cins, Bre*waters and Jetties
Pipelnes&OutfaRs
Final ExamInation (Monday May 6, 1991, 8-lOam)
FIGURE 57. TOPICS LIST FOR TEXAS A&M COtJRSE CVEN 686, OFFSHORE ANDC OASTAL STRUCTURE
- 89-
They are described, in the ABET format, in Figures 58 and 59. Brief catalogdescriptions of a number of pertinent available graduate courses are reproduced in
Figure 60.
Florida Institute of Technolo
At Florida Tech undergraduate students in the ocean engineering programcomplete a basic deformable solids course, MAE 3082, and the first structures courseis C'VE 3015, Structural Analysis and Design. This course is described in the ABET
format in Figure 61, and can be seen to be typical of most first civil engineering
structures courses. The single ocean engineering structures course offered isOCE 4574, Structural Mechanics of Marine Vehicles, and this is described also in the
ABET format in Figure 59. This is a required course in both the Marine Vehicles and
Ocean Systems and the Materials and Structures options in the graduate program.
Technical University of Nova Scotia
As indicated in the previous section, the program at Nova Scotia is only at the
graduate level and of some 16 individual courses available for naval architecture and
marine engineering students five deal with ship and platform structural analysisandlor design. ME 6700, and ME 6705, Dynamics of Offshore Structures I and II,
focus more on jacket-type and even gravity-based structures; but ME 6820, Ship
Structure Analysis and Design, is ship oriented. ME 6870 and ME 6875, Theory of
Ship Structure Analysis I, and II, together include a more rational approach using a
probabilistic approach to loading, some treatments of reliability concepts and plastic
analysis, and, interestingly, consider springing along with slamming in dealing with
hydroelasticity. The catalog (calendar) descriptions of these five courses are
reproduced in Figure 63. With a wide range of graduate-level structures courses also
available in civil engineering, in applied mathematics, and among the other courses
offered in mechanical engineering the situation at Nova Scotia demonstrates that the
absence of an undergraduate program in naval architecture or ocean engineering at
an institution with strong programs in other engineering disciplines - but in civil and
mechanical engineering particularly - can offer a viable and worthy program at the
graduate level.
- 90 -
BOC 4414 - D1GN OF MAP2' Srb.. frguCrup.S Sn 1995
1994-95 Cataioi 111 4414: DesIgn of MarIns Sad nes, 3 ae$.PequWs B(X 3130 (SLreng of Maiais) ad C 44 IX-SusI A1yÑ IUedtytng thcy and dedp of taI ' meben and1ncuporz In beim, u.' and frime C of
*u Engineaing aç&ation baic4 upon, Aiaic*n 1nitu*of Sad Cornctkn calon and desp man.
Texthixk McCormic, J* C., 'Structutal Sied DesIgn: LRFD Method',Hupa and Row, 19*9.
Indruc1 Rcc*x Vugax*, Vinting Profcsi of Ocean EngineerIng.
Gc*1s: This axirie Is Ln Io: (I) in(rod* sens b the design cfsImple waI ed n and th& kKupratks InIo beam,buu and frvne nwea (2) empiialze a dernng of the- mdaiying the design oede reet (3) clsiify ks,orzslearned by r«oune b a cs. study of awthfly 1'c,d, nnafl, 3Dframe *nirc In an n esgineicring çp&l
Pruequiûtes by Topics: 1. S*ugth of aieriaIs.2. Sinctwii lysIi.
Topics:
Bnewoà, Ts sed Pn
Homewort prob1ecis Involving aeds o(deiign covered In cliii are itii,ji4 on a weeklysand graded ()S).
Two con-hour ests are gives during d lerm (30%), plus a Iwo-kat nel a.im at the essIo(the m (30%).The design pro«* usigned requires d u b iynthesirz the cq*i asnul Leso thedesign oft wririe ed mucture ()%).
Estinzed ABET Caegcwy Con Engiretiing Sciencs: 1112 crediti er 50%Engineering Design: 1112 cr er 50%
Prepared by: Date:
FIGURE 58. COURSE DESCRIPTION FOR FLOR[DA ATLANTIC EOC 4414, DESIGN OFMARINE STEEL STRUCTURES
ncfplesofmedgiT mes.AResi'w
.m1umnLCvw'cdc*ii.
ue study of on agincesing *ruct.ue.
-91 -
BX i S1TUlAL AXALY3 I1 Sø 1995
1994-95 C10 33C 4410C: r*v AJ7,Ii 1, 3 a.Prufl EX 3350 -(11 mc ci a1yÑ &b ei s vthSr i e çç (kr .
L C., Sn Ai)sis', 3rd Ed,Pub Coy, 1995.
Cxxw Wir Linsia. Vtth Pr& ci Piine&t.
Oosixpufxin b w4 dcSrutk* lyws ci, 4
by -"J mrd Ths4*iicwkma, cirit, s ifl r prI
* dc4n p1* u iic u
PTUUiSIt$' flx.*x a badt uim.
sibe*n.AnalyÑ ci u w'd .
cibnu.L (iiTh Xd P4tW&
De*m&sm agmc by po
s. ma sich u1bian.
ApçrIn xaiyÑ (iIE JLS. &am dc«'s by ii1Di' by 4it eut.F n i ruth1 e iaiyÑ -
bcsm uTc uaL1ky Pro«ti (b Y4fl( ci tv huai ci at jhs içc*1):
1ifl( (i ifl ' ci kiEty p*y a d mç th &&ru ci- n & mth Ott, tE zitcit MDM ua ci Pr Sr c twdin5 &ility.
Same u Lth 2 a u rm.i16-i bum.
Eiimaacd ABEr C*ciy Cc* Engneai Scmce 1.5 cr*5i*Dep 1.5 cui3
Prçred by:
FiGURE 59. COURSE DESCRIPTION FOR FLORIDA ATLANTIC EOC 4410C,STRUCTURAL ANALYSIS
- 92 -
f152 Aciv. )!echanjca of fl&t.rials In Ocian ooicat1on crts1sreq'u1sit.s tOC 3150rean and thick walled cylinders under external hydrostatic ocean555ra. Batas ort elastic foundations. Energy sethods, vdlinqlooks and curvd biais. Contact stresses. Buckling probless.jnelistiC behavior of baus. Theories of futur..
C 6133 Theory of P1ataprerequisite: tOC 3150plat. lea.nts tri ocian structures.structures. Includes linear theory,effects of shear detonation.
OC 6154 Theory of £tasicity 3 credit..
Prer.quisits: tOC 3150Classical forsulation of the satheattical expressions for state ofstrass and. strain in a three disensional sedius. Constitutiverelations tor linearly elastic saterials. Solid bodies as bowid&ryvalue problea. Plans stress and plan. strain. Deep subeiszgence
effect on yield surface.
OC 6155 Finita Elenent Methode 3 credits
Prerequisite: tOC 3150Finite eleient approach to the solution of elasticity problems.Ezphasis on displacesent iethod, using direct stiffness approach forgeneration of overall stiffness matrix of a structure. Energy methodfor .lenental stiffness matrices.
LOC 618$ Fluid Structura Interactior 3 credits
Prerequisite: tOC 6180Dynaalc interaction between fluid and solid systas. Rydro.lasticity,hydrostatic divergence, galloping vibrations and stall flutter,vibrations of a pip. containing a fluid flow, and turbulent flow avercoapt iant surfaces.
OC 6203 Coavosit. Mat.rial 3 creditsPrerequisita: P.nission of Instructor.This course covers the use of coaposits saterials in engineeringapplications. The course covers the following topics: non-isotropic,echanical behavior: uicroi.chanical behavior of launa and fibers;bending, buckling, and vibration of composite auterials; matrix aridr.inforcea.nt materials for co.posit.s: manufacturing techniques forcosposita materials.
OC 6417 Advanced Marina Strwtural Dynauici 3 credits
Prerequisites: tOC 6152, tOC 6425Basic features of dynauic loading and response, physical properties of
dynaaic analysis, environmental loading, flow induced vibrations,calculation of the dynamic respons. of typical structures, effects ofstructural vibrations, use of od.ls to predict dynamic loads end therespons. ai structures.
tOC 6425 Ocean Structural DynamicsPrerequisites: tOC 3114Iethods of analysis for elastic ocean Cranes subject to timeloading; vibration theory applied to structural systems;vibration, energy methods, and danping.
tOC 6431 Offshore $trjcturePrerequisites: EOC 61528asic structural systems, envtronmentat loading, fixed and gravity
type platfot-as, scsi-submersibles, floating and compliant platforms,
external pressure shell structures including okl storage tanks,
pipelines, vet and dry subsea completion systems, buoy engineering.
concepts for frontier areas, dynamic response.
FIGURE 60. CATALOG DESCRIPTIONS OF SELECTED FLORIDA ATLANTICGRADUATE STRUCTURES COURSES
3 credits
Analysis and d.siqn of plat.deflection theory and the
- 93 -
3 credits
dependentnodes of
1O4 CoOU cV XI, Q*t Th.m* *temst thI bbsn ios kr1'i4 *dU4kujvit cotd t tba_z
rxoc diodsç Sruzs, w6a H, t 092
Re(w B. & M ot)1WiÑI 2nd .t I43 1*Coor*mtor k J. W. Sthsb P.E.. A.st, Qvl
To ti U 'tb* wiØg. tx. tott md1 to e.d tneils bi
reqiby topI. S2. A body wnsZ. Ss*Sb*in rç____
MIdca bsÈ4r mmaÑ.
StrM dw bs pm cÑRy ddmimy. : )
Z.4 Sly jnth1g*sts,
Cortdomi (5miMcmsl imbt t cMasss
5. O,ctbiia. (4n4& O.i tÑ4 oi* biu. (4.'u'4T. zxw. (4vt 012 doori*.L 0WI iwoe (5 ds,i1G. .T.. (Z-IU 4
W,.thoiy Pre,d
2Ercy CUwçSdsi Z oc 67%
çWnOe tor%
Prer.d by J. W. Sctr*b
XIS $TJC1R'4.MtM.yAIC 0EGK
ohkJ. zc-T+
FiGURE 61. COURSE DESCRIPTiON FOR FLORIDA TECH CVE 3015, STRUCTURALANALYSIS AND DESIGN
- 94 -
Florida Institute of Technology
Marini and Environmental Science Division
Ocean Engineering Program
cxs 474
srso
CrU
*AL
s.XC*ARIC* O? WARIWI VICL
rail Semester
Instructors Andr.w Zborowski, Ph. D.
Roo. e-112
Texts
Basic Ship Theory. Vol. 1, Rawson
Tuppir
R.f.rencess
Ship Design and Construction, Rubi. 8KAMZ,
ABS Rules for Building and Classing, on Library
Re s. r ve
Week
Topic
1,2
Introduction. Description of Ship Hull Structure.
Structural Design Bs..d on ABB Rules.
3Hull Gird.r. Loads on Hull Structure. Calculation
of Shear Forces and Sending Moment.
4,5
Standard calculation. Stress L.v.l and
Calculation of Sectional Modulus. Criteria
of Failure.
6,7
Bending Moment in Waves. Strip Method. Prediction
of Bending Moment in Irregular Waves. Risk and
Reliability.
0,9
Local Strength. Structural design and Analysis.
Buckling. Stiffened Platings. Midt.r. Ix...
10,11
Panels of Plating.
12,13
Vibration of Ship Structure. Application of Sil.
Beam Theory and Other Concepts.
14,
15
Impact on Hull Structure et High Speed and
due to
Waves. Slamming and its Prediction.
OCR 4574
STROCTORAL MECHAMICS 0? IIA*IW*
VE
)(IC
LZ
*
SYL
LA
BU
S
Review of marine v.hicl.s structural problema.
Compon.nts of ship structurs.
Rsview of basic concepts of structural mechanics.
Marine vehicles overall strength.
-Longitudinal bending moment. Calculation of binding moment to
a siepi. body floating in cala water.
-Bending moment
ofan actual vessel in wave.. Standard
calculation.
-Calculation of section modulus and determination of bsndinç
Str......
-Extension to standard calculation. ¡nf lu.nce curve.
-Application of classification societies
rules for ship
structural design.
-Criteria of failure and permissible stresses.
Probabilistic model for bending moment prediction in r.ali.L
irregular waves. Strip theory and CalCulation of Sesponse
Amplitud. Operator. Wave spectrum and sp.ctxal method fer
prediction of th. bending moment in rando, seas.
Basic concepts of reliability and risk analysis.
4. Local strength of marine vehicles.
-Stiffened plating.
-Panels of plating.
-Rudder and appendages.
7. Ship vibration.
S. Hydrodynsmic impact.
-Example of impact load prediction of high
spee
dcraft.
FIG
UR
E 6
2.C
OU
RSE
DE
SCR
IPT
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FO
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457
4, S
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AL
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ICS
OF
MA
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EH
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ES
Grading ¡
Home Work
15%
idt.ra Exam
40%
Final Exam
45%
ME1N Dy&a.n.k, Oott Str,dz I
Thscoi.r deaJs th i o( &iyÑ (i ws d tesubsc toe c(jte s.
Ti type d wa IcsSaj onri4isdwss and wav« bss os te
reaa ?asctios. Mathx *iffeu snaiyús is esd i tecoopa« aysù o( 1 -- .p,c,ez aisictres io $osds s deminnd and the deAe*ied
thipes and us kvels de*cmined. Dyank respos.seusuig naJ & methods ste cathod the
iioo ai wave specwa and ipectrai faogue analysis ta
ME75 Dynanks ai Offsbore Sctgres 0The cvwie &ils wth random oading andoflxd* jacket and grsvy based cnues. The gakairqxtscnutioa o(the ses ¡s ekped and d diffraction-
radiion analysts of Large cn ¡s piesenoed. TPse
riitc emen( mdJ for aziajysis ¡s o,jjj. Vanognumaicsl methods used ii the analysis ci o1TsJoresliuc(ures aie considered. Roch time domain and
frequency-domain analysis is canicd o.Prerequisite: ME6700.
ME6$2$ p Sdnn - and DedpTWes ci k',dlng and enbi,osmenai codocas affectinga ship we ed. Topcs Indude: es os s ship
and d design ai metben co cnny oath riveted and&d CosnectiOas gird compmsks membai. and
frames PWes in compresstoe and undet Ihiid os&ig weexamined. These enocepes we appiod co esds and
decb andcedotheksigno(shefls. oginadinal
- cakutariom we siso cons
ME$7S Theory ai 514 Stricture As.113* IThis icse oMes ude with theorctic4 methods cistructuesi analysis for ships and ocean at isvasioss maru envirow. h conuiii ilicdesciipaons of ocean wave o.ds acting os ships sod
an ictut; tt üt.outpuc retaboas pD1 inlong and sbcei aes*ed seas extreme value sunacs ciwave los& vwability on hufl-strength i_o(Iailure;retiabibry npts and design considet
MEU7S Theory cf Ship Structural Aiulyth UThis cwse provides students with *lvanced theoreticalmedds o(tw1 analysis for s1ips and eas rcrin various marine environments, h deals with butt-stmcO.ne respooses to cnvitoon'eots1 igjced loadshydecelastic analysis of bufl fleubility. slanming andspringing; isotsopic and otiropic piste theaies; pLasticanalysis of stnctures; finite ekn mcth and their
bcations co ships and ocean sucnuetPreicquisile: ME6$70.
FIGURE 63. CATALOG DESCRIPTIONS OF SELECTED NOVA SCOTIA STRUCTURESCOURSES
- 96 -
- 97 -
MARINE STRUCTURAL EDUCATION IN RELATION TOPRACTICES AND EXPECTATIONS IN INI)USTRY
In order to determine marine structural analysis and design practices andcapabilities in the marine industry at present, so as to be able then to consider theimplications this may have in evaluating the level and type of educational programsrequired, a questionnaire was composed and sent to some fifty organizations. Amongthem were both representative large and small design firms, several large and smallshipyards, a few ship operators, and several regulatory and government agenciesincluding the Coast Guard, the American Bureau of Shipping and the Naval SeaSystems Command. The design firms and the shipyards were geographically welldistributed among the various regions of the United States and Canada. Severaldesign firms and builders specializing in small craft - including even ocean racingsailboats, yachts, casino boats, tugs, catamaran ferries, etc. - were included, as weresome that are engaged primarily with offshore platforms and oth&r offshore systemsof various types. Most of the very large design firms and shipyards but only a veryfew of the smaller ones have in recent years evidently been concerned with work forthe U.S. Navy exclusively, and still seemed to be when they were contacted.
To solicit frank answers the recipients were assured that their responses wouldnot be published, or even circulated among those sponsoring and monitoring thisproject or in due course reviewing this report. The intent was not to document ingreat detail the educational backgrounds and experience of those currentlyresponsible for structural analysis and design at these organizations, or, for example,to determine and then state exactly what computer software and hardware theycurrently employ, but to seek adequate information to reach on a sound basis somegeneral conclusions appropriate to this study. Not all organizations contacted repliedand several did not give answers to one or more of the eight questions, but thirty-eightdid and many of them wrote lengthy accompanying letters expanding on theiranswers well beyond what was expected. One letter from a major shipyard, however,stated that they considered company confidential most of the subjects dealt with inthis questionnaire, and did not believe their answers would be helpful, and thereforedid not return it. This single negative response could be construed as indicating thatthey consider their engineering personnel and procedures in the area of marine
structural analysis and design as entirely satisfactory if not exemplary, and ifso thattoo was helpful information.
The Questionnaire
Copies of the transmittal letter, the actual questionnaire, and the ShipStructure Committee project prospective that were included in the mailing are shownin Figures 64, 65, and 66. While it was anticipated that all of the replies would bereceived in several weeks, a few were in fact not returned until several months later.This was due in part to those individuals to whom they were sent - mostly personalacquaintances or those known to be engaged in or responsible for the structures workat their organization - having left their organizations for employment elsewhere orpossibly, of course, their having recently retired or been separated because ofdownsizing.
The Responses
Questions i and 2
The answers to the first two questions made it abundantly clear that, asexpected, marine structural analysis and design today is being conducted as often bycivil and to a lesser extent mechanical engineers as by the naval architecturegraduates of the undergraduate programs described earlier. Several of the civilengineers had earned master's degrees in naval architecture, but more in civilengineering or applied mechanics. A surprising number of those engaged in structuralwork, perhaps one-quarter, were educated - often in naval architecture, however -overseas, most notably in the United Kingdom. Unexpectedly, perhaps anotherquarter or more of all those so employed have not received any formal higher
education. It would be misleading to describe them all as just very experienceddraftsmen who have learned what they need to know on the job, but it is quite normal
for them to call themselves - and often their employers at most of the smaller firms
also to call them - "designers." Those who were educated in naval architecture in theUnited States and Canada were most often graduates of Webb or Michigan, certainly
because these two programs have enrolled and graduated with bachelor's degrees the
- 98 -
RAYMOND A. YAGLEConsulting Naval ArchitectRoom 210. NA and ME BuIdingNorth CampusAnr ArborS Mchigan 48O9Te'ephone: t313) 7649138
May 8, 1995
[This "form letter" is most often being addressed to the appropriate individuals for their response,but in some instances to responsible acquaintances or just an organization in anticipation that it willbe forwarded to the proper person.]
Dear Sir:
I have for the last two months been engaged in carrying out many of the requirementsseeking a detennination of the current status of marine structures education as listed in the enclosedcopy of the prospectus for an active Ship Structures Committee project, and am writing to you torequest your assistance now in addressing the several tasks that deal with present practice andcapability within the marine industry. The enclosed questionnaire I have prepared may not beentirely adequate for your or any other single organization, but I will greatly appreciate your takinga few moments to jot down -- in pencil if you wish, since the returns are only intended to help mediscern the range in the level of competence being applied in current work and the scope and natureof the problems being encountered and will not be quoted or identified to anyone else -- whateverresponses you deem appropriate. I certainly will in due course contact by telephone a number ofthose whose answers warrant greater attention, and may even wish to conduct personal interviewsin some instances. This project -- as the prospectus makes clear -. is aimed at improvingengineering education in this specific area and will ultimately ¡ believe be of some direct benefit toyour organization and our entire industry; thus frank and even candid answers, when justified, areessential.
A stamped and self-addressed envelope is enclosed for use in returning the completedquestionnaire, and while an immediate reply is not in any sense mandatory I have phrased thequestions so that answering them should not require more than an hour or so to enable you to doso promptly.
Gratefully,
Raymond A. Yagle
FIGURE 64. COPY OF INDUSTRY QUESTIONNAIRE TRANSM1FAL LETFER
- 99 -
QU
ES
TIO
NN
AIR
E
(Ple
ase
answ
er ¡
n th
e sp
ace
belo
w e
ach
ques
uoc.
but
if th
is ¡
1 no
t ade
quat
e ts
e th
e ba
ck o
f the
shee
t to
cont
inue
.If
any
answ
er is
mot
e ea
sily
ban
dIed
by
atta
chin
g a
page
ce
iwo
of p
rinte
dm
ater
ial p
leas
e do
io. B
ui u
f act
ual d
ocw
neoi
a as
e be
lieve
dor
the
wrig
hi a
dded
¡s
at a
llM
ibaL
tal.
plea
se a
wl s
epar
atel
y.)
I.P
icas
c id
entif
y (e
ven
thou
gh it
is s
pi to
be
your
sell)
the
indi
vidu
al w
ithin
you
r oz
atio
nm
oss
resp
onsi
ble
for
dcal
rng
with
shi
p an
d/or
boa
t and
/or
plat
form
ssn
icna
s*J
engi
neer
ing
activ
ities
Icch
nic*
IIy. n
os n
cces
saril
'. ad
nuni
stra
rivel
y no
r th
e pe
rson
with
the
mos
tso
phis
ticat
ed a
bsljt
y or
long
est e
sper
ienc
t.
ßnc
flv, w
hat ¡
s hi
s or
lier
tech
nwal
bac
kgzt
und:
und
ergr
adua
te d
egre
e sc
hool
, gra
duat
ion
ywan
d di
scip
line.
sim
ilar
grad
uale
deg
ree
info
rmat
ion,
¡f a
ny; p
estin
cel e
xper
ienc
e pr
ior
io c
*rta
t
2. H
ow m
any
othe
r en
gine
ers
with
in y
our
orga
niza
tion
spen
d a
mai
m p
ortio
n of
thei
r ef
fort
reso
lvin
g m
anne
uni
cnu'
.J p
robl
ema
at o
rigin
atin
g m
arin
e st
ruct
urai
spe
cific
atio
ns (
the
actu
alas
sem
bly
conf
igur
atio
n of
the
vario
us s
snsc
sura
l ele
men
ts s
ad li
wir
acan
thng
s) a
s pa
st o
f the
over
all d
esig
n pr
oces
s?
[(on
ly s
ever
al, p
leas
e id
entif
y th
cm a
nd p
rovi
de s
imila
r in
form
atio
n on
thei
r ba
ckjs
ads.
If a
larg
e nu
mbe
r. p
laie
res
pond
for
seve
ral
p1jj
indi
vidu
als.
3D
oes
mos
s of
you
r w
ort e
ntai
l nn
skip
and
/or
boas
and
/ce
plat
form
atr
uctu
ral d
esig
n, o
rs*
tuct
uraj
allc
ralu
ons
to a
ccom
plis
h co
o.er
sioo
s. o
r m
odifi
catio
ns to
alle
viat
e pr
oblc
mcn
coun
tcrc
d w
ope
ratio
n. o
r- a
ll th
ree?
Are
vau
t cus
sore
ers
com
mer
cial
or
mili
tssy
. or
both
?P
leas
e de
scrib
e se
vera
l exa
mpl
es
Doe
s yo
ur o
rgan
izat
ion
regu
larly
res
pond
to R
FF
s (m
ci th
e se
vera
lgo
vern
men
t age
ncie
s th
atsu
ppor
t man
ne s
truc
tura
i mac
arch
asi
d de
'.elo
pcie
nt p
roje
cts,
and
if s
o, p
leas
e gi
ve a
cver
ilrj
exam
ples
.
4In
anat
tem
pt to
cre
ate
a b'
attb
y or
sca
le in
díca
tiie
of th
e le
vel o
( oo
rkxi
ry o
f the
ssn
scns
ral
desi
gn w
ort n
orm
ally
car
ried
out b
y or
that
you
r or
gani
zatio
n ca
n un
dert
ake.
and
on
thc
assu
mpt
ion
that
you
aie
pro
babl
y fa
mili
ar w
ith th
e bo
oks
publ
ishe
d by
the
Soc
iety
of N
aval
Arc
hite
cts
aid
Man
ne E
ngin
eers
, wou
ld y
ou fi
nd th
e le
vel o
f the
mat
eria
l rep
rese
nted
by
the
trea
tmen
t in
say
Cha
pter
4, S
ueng
th o
f Shi
ps. ¡
n th
e 19
67 (
Cor
nuoe
k) e
ditio
n of
Fnn
eipl
cs o
f4a
vnfA
ahnr
cn'r
repr
esen
tativ
e, th
at s
ame
but m
ore
mod
ern
chap
ter
in th
e 19
88 (
Lew
is)
editi
on m
ore
so, o
r th
e ev
en m
ore
ratio
nal a
nd o
bvio
usly
mor
e co
mpr
ehen
sive
onv
erag
e in
the
Ow
en H
ughe
s bo
ok S
hip
Stn
icru
ral I
ign
(now
pub
lishe
d by
SN
AM
E)
the
best
mat
ch?
Do
you
rout
inel
y ev
alua
te th
e re
liabi
ljty
of th
e st
ruct
ure
you
desi
gn a
nd u
tiliz
e pr
obab
ilist
icm
etho
ds to
des
asbc
lead
s an
d es
tabl
ish
stru
ctur
al p
erfo
rman
ce?
FIG
UR
E 6
5. C
OPY
OF
IND
UST
RY
QU
EST
ION
NA
IRE
ST
o w
hat d
egre
e ar
e m
azen
al c
onsi
dera
tions
a m
ajor
fact
or in
the
stru
ctur
al d
esig
n c(
(or1
utyo
ur o
rgan
izat
ion?
'T'h
ai is
, do
they
rou
tinel
y in
volv
e co
mpo
site
s (in
clud
ing
'exo
sic
unes
>on
ly, a
nd/o
r al
umin
um, o
r on
ly s
elec
tive
appl
icat
ion
of h
igh-
stre
ngth
ssc
el' D
o yo
u be
lieve
you
can
or c
ould
. pt'o
pesl
y ca
n' o
ut s
tnsc
tura
l des
ign
for
¡y r
easo
nabl
y su
itabl
e m
ater
ial w
ithyo
ut p
rese
nt r
' Ple
ase
mnw
n& b
riefly
.
Are
you
con
fiden
t you
r w
att c
un'e
ntly
dem
onst
rate
s su
ffici
ent u
nder
stan
ding
of j
sbne
atio
npr
oced
ures
asi
d th
e co
urrc
n pr
oble
ms
thai
may
be
enco
unte
red
in c
onsi
nicI
jon.
at h
as th
itne
ver
been
a c
once
rn?
Ple
ase
expl
ain
)ncf
ly
To
wha
t ext
ent a
ie y
our
unde
naki
ngs
gove
rned
prim
arily
by
clas
sific
atio
n so
ciet
y ru
ks a
ndth
ose
of o
ther
reg
ulat
ory
agen
cies
(pr
esum
ably
AB
S a
nd th
e U
.S C
oast
Gua
rd fo
r m
ost u
tyo
u), a
nd d
o yo
u so
met
imes
feel
tItis
may
und
uly
cons
trai
n Y
our
dcve
topi
og s
od th
enad
voca
ting
unus
ual o
r ev
en in
novi
tive
stru
ctur
al a
rran
gem
ents
" O
r. d
o yo
u m
ore
ofte
n ak
com
fort
io th
e fa
ct th
at th
eir
guid
ance
pre
clud
es th
e ris
k of
you
r fla
king
a m
ajor
mis
take
or
even
bei
ng r
equi
ted
to d
esig
n ss
nsct
ure
usin
g yo
ur o
wn
undc
ntan
dtng
of t
he fu
ndam
enta
ls o
fst
ruct
ural
mec
hani
cs a
nd p
roce
dure
s ba
sed
who
lly u
pon
them
- g
ener
ally
term
ed d
esug
ning
from
firs
t prin
cipl
es'?
Ple
ase
com
men
t.ef
lx. a
sid
cite
an
eita
rnpl
e or
two
io il
lust
rate
you
ran
swer
if p
ossi
ble.
Do
you
belie
ve y
our
grou
p is
fully
com
pete
nt te
chni
cally
to h
asid
ic p
(noe
rly th
e ac
tiviti
es in
whi
ch y
ou a
te r
egul
arly
eng
aged
or
do y
ou o
ccas
iona
llyen
coun
ter
situ
atio
ns c
has
enge
ntic
i-so
me
sens
e of
inad
9uac
y? A
rc y
ou in
suc
h ci
rcum
stan
ces
able
to h
irea
cons
ulta
nt -
an
indi
vidu
al s
pnci
alis
t or
a co
nsul
ting
engi
neer
ing
firm
spe
cial
izin
gin
thai
asp
oct t
hat i
s of
conc
ern?
If s
o, b
ow fr
eque
ndy
do y
ou d
o so
? P
leae
giv
ean
exa
mpl
e or
two.
if p
ossi
ble.
expl
aini
ng th
at p
erha
p, y
our
orga
niza
tion
does
not
reg
ular
ly n
eed
to d
elen
natic
say
ulti
mat
est
reng
th o
r vi
brat
ory
resp
onse
or
estim
ate
fatig
ue fa
ilure
.et
can
d ho
w y
ou th
crc(
urt
Doc
a yo
ur o
rgan
izat
ion
enco
urag
e pa
rtic
ipat
ion
ionn
tínuì
ng C
duca
tion
- 's
hort
cou
rses
usua
lly o
ffere
d du
nng
the
sum
mer
or
regu
lar
but l
imite
d en
rollm
ent
st n
easb
y In
stitu
tIons
for
cour
ses
¡n th
e la
te a
ftern
oon
or e
veni
ng?
I.P
leas
e re
spon
d to
pre
viou
s qu
estio
n bu
t with
reg
ard
to y
our
inho
usc
com
pute
r ci
pabi
lity
(raz
Jth
an y
our
pers
onne
l), s
tatin
g w
hat s
oftw
aie
you
usc
rout
inel
y an
d w
hat e
quip
men
t you
use
it on
. whe
ther
you
oc
occa
sion
eng
age
outs
ide
com
pute
r fir
ms,
etc
., bu
tag
ain
limiti
ngyo
ur a
nsw
er to
str
uctu
rai a
naly
ses
and
desi
gn.
9.If
you
have
any
add
ition
al c
omm
enta
- o
rco
ncer
ns o
ut c
over
ed, o
r su
gges
tions
as
io th
em
anne
r in
whi
ch th
is p
roje
ct s
houl
d pr
ocee
d. o
r w
hate
ver
- th
atyo
u be
lieve
will
be
help
ful.
- no
te th
em b
ete.
Eva
luat
ion
of M
arin
e St
ruct
ures
Edu
catio
n in
Nor
thA
mer
ica
Obj
ectiv
e Pr
ovid
e th
e kn
owle
dge
need
ed f
or th
e SS
C to
wis
ely
and
effe
ctiv
ely
take
ste
ps
to im
prov
e th
e st
ruct
ural
eng
inee
ring
depa
rtm
ents
in N
orth
Am
eric
an c
olle
ges
and
univ
ersi
ties
in s
uppo
rt o
f sh
ip s
truc
tura
l des
ign.
Ben
efit
The
pro
ject
will
res
ult i
n im
prov
ed tr
aini
ng in
shi
pst
ruct
ural
des
ign
and
cons
truc
tion
and
henc
e im
prov
ed s
hip
stru
ctur
al d
esig
nsan
d in
tern
atio
nal c
ompe
titiv
enes
s
of th
e U
.S. s
hipb
uild
ing
indu
stry
.
SSC
Nat
iona
l Goa
lsIm
prov
e th
e sa
fety
and
inte
grity
of
mar
ine
stru
ctur
es.
Red
uce
mar
ine
envi
ronm
enta
l ris
ks.
Supp
ort t
he U
.S. m
ariti
me
indu
stry
in s
hipb
uild
ing,
mai
nten
ance
, and
rep
air.
SSC
Str
ateg
y Sp
onso
ring
uni
vers
ity r
esea
rch
in a
reas
suc
h as
desi
gn to
ols
deve
lopm
ent,
prod
ucib
ility
, pro
duct
ion
proc
esse
s, r
elia
bilit
y de
sign
, and
dam
age-
tole
rant
str
uctu
res
Bac
kgro
und
In m
any
inst
ance
s, s
hip
stru
ctur
al d
esig
ners
have
eith
er u
nder
grad
uate
or
grad
uate
deg
rees
, or
both
, in
civi
l eng
inee
ring
. The
refo
re, a
llap
plic
able
asp
ects
of
stru
ctur
al e
ngin
eeri
ng a
re in
clud
ed in
this
dis
cuss
ion
of s
hip
stru
ctur
al d
esig
n. T
he S
SC
has
offi
cial
ly r
ecog
nize
d in
its
stra
tegi
c pl
an th
at h
ealth
y,ca
pabl
e sc
hool
s te
achi
ng m
oder
n
-m
etho
ds o
f sh
ip s
truc
tura
l des
ign
and
cons
truc
tion
are
esse
ntia
l to
sust
aini
ng a
ndim
prov
ing
the
inte
rnat
iona
l com
petit
iven
ess
of th
e U
.S. s
hip
desi
gnan
d co
nstr
uctio
n
indu
stry
. At t
he s
ame
time,
the
SSC
has
rec
ogni
zed
that
the
exte
nt a
nd q
ualit
y of
shi
p
stru
ctur
al e
ngin
eeri
ng e
duca
tion
has
appa
rent
ly d
eclin
ed in
rec
ent y
ears
and
has
indi
cate
d
a de
sire
to ta
ke s
teps
to im
prov
eth
e si
tuat
ion.
Rea
sons
for
the
decl
ine
note
d ab
ove
seem
to in
clud
e th
e ge
nera
l dec
line
of e
ngin
eeri
ng a
s a
care
erch
oice
of
tale
nted
hig
h sc
hool
stud
ents
. In
addi
tion,
the
decl
ine
of c
omm
erci
al s
hipb
uild
ing
in th
e U
.S. h
as h
ad tw
o
effe
ctsa
dec
line
in th
e nu
mbe
r of
stu
dent
s at
trac
ted
to s
hip
stru
ctur
al d
esig
n as
a c
aree
r
choi
ce a
nd a
dec
line
in th
e po
ol o
f fa
culty
can
dida
tesw
ith r
elev
ant s
hip
stru
ctur
al d
esig
n
expe
rien
ce. F
urth
erm
ore,
the
redu
ctio
n in
gov
ernm
ent a
ndin
dust
ry s
uppo
rt f
or u
nive
rsity
rese
arch
in s
hip
stru
ctur
e re
sear
ch a
nd d
evel
opm
ent
has
decr
ease
d th
e nu
mbe
r of
fac
ulty
mem
bers
who
spe
cial
izei
nthi
s ar
ea. T
he S
SCm
ustb
earm
edw
ithfa
cts
conc
erni
ngth
e
cune
nt s
tatu
s of
and
tren
ds in
shi
p st
ruct
ural
desi
gn a
nd c
onst
ruct
ion
educ
atio
n be
fore
it
can
mak
e pr
oper
dec
isio
ns o
n ho
w to
impr
ove
the
situ
atio
n.
Rec
omm
enda
tions
Per
form
the
follo
win
g ta
sks:
Perf
orm
a s
tudy
to a
sses
s th
e cu
rren
t sta
tus
of a
pplic
able
ship
str
uctu
raI
desi
gn
and
cons
truc
tion
trai
ning
in N
orth
Am
eric
a an
d tr
ends
in th
e co
nditi
on o
f th
at tr
aini
ng.
Add
ress
bot
h un
derg
radu
ate
and
grad
uate
pro
gram
s at
publ
ic a
nd p
riva
te in
stitu
tions
.
Util
ize
exte
rnal
res
ourc
es s
uch
as A
ccre
dita
tion
Boa
rd f
or E
ngin
eeri
ngan
d T
echn
olog
y
and
the
Edu
catio
n C
omm
ittee
of
the
Soci
ety
of N
aval
Arc
hite
cts
and
Mar
ine
Eng
inee
rs a
s
wel
l as
dire
ct c
onta
ct w
ith th
e in
stitu
tions
them
selv
es.
Dev
elop
a s
et o
fque
stio
ns th
at c
an b
e as
ked
ofea
ch in
stitu
tion
to g
ain
aco
mpr
ehen
sive
und
erst
andi
ng o
fthe
situ
atio
n. E
xam
ples
oft
opic
s ab
out w
hich
que
stio
nsm
ight
be
aske
d ar
e:1
.th
e an
nual
num
ber
of g
radu
ates
who
hav
e m
ajor
ed in
shi
p st
ruct
ural
desi
gn
and
rece
nt tr
ends
;th
e an
nual
num
ber
of s
tude
nts
atte
ndin
g sh
ip s
truc
tura
l des
ign
cour
ses
and
rece
nt tr
ends
;co
urse
s of
fere
d in
shi
p st
ruct
ural
des
ign
and
ship
cons
truc
tion,
the
cont
ent o
f th
e sh
ip s
truc
tura
l des
ign
and
ship
con
stru
ctio
n co
urse
sof
fere
d;th
e ba
lanc
e be
twee
n th
eore
tical
and
pra
ctic
al d
esig
n co
urse
s;de
sign
pro
ject
s re
quir
ed (
leng
th, s
cope
, ind
ivid
ual v
ersu
s te
amef
fort
s,et
c.);
prac
tical
wor
k ex
peri
ence
req
uire
d;la
b w
ork
requ
ired
;in
dust
ry e
xper
ienc
e of
fac
ulty
in s
hip
stru
ctur
al d
esig
n,fa
culty
exp
erie
nce
in s
hip
stru
ctur
al d
esig
n re
sear
ch a
nd d
evel
opm
ent;
Il. i
ndus
try
expe
rien
ce o
f fa
culty
in s
hip
cons
truc
tion;
emph
asis
giv
en in
cur
ricu
lum
to s
hip
prod
uctio
n an
d pr
oduc
ibili
ty o
fst
ruct
ural
des
igns
;em
phas
is g
iven
to e
cono
mic
asp
ects
and
cos
t-ef
fect
iven
ess
trad
e-of
fsin
ship
str
uctu
ral d
esig
n; a
ndem
phas
is g
iven
to th
e re
latio
nshi
p be
twee
n sh
ip s
truc
tura
l des
ign
and
tota
lsh
ip s
yste
m d
esig
n.W
isit
the
maj
or N
orth
Am
eric
an N
aval
Arc
hite
ctur
e an
d M
arin
e E
ngm
eern
gun
iver
sitie
s so
that
fac
ulty
may
be
inte
rvie
wed
, fac
ilitie
s to
sup
port
lab
wor
k ca
nbe
exam
iined
, and
cur
ricu
lum
to s
uppo
rt s
truc
ture
s ed
ucat
ion
can
bere
view
ed.
Perf
orm
an
anal
ysis
of
the
surv
ey r
esul
ts to
dev
elop
a c
ompr
ehen
sive
pict
ure
of
the
curr
ent s
tatu
s of
shi
p st
ruct
ural
des
ign
and
cons
truc
tion
educ
atio
nin
Nor
th A
mer
ica.
In a
dditi
on to
ass
essi
ng th
e cu
rren
t sta
tus
of s
tatu
s of
str
uctu
res
educ
atio
n, a
n
asse
ssm
ent s
houl
d be
mad
e of
the
curr
ent s
hip
stru
ctur
esem
ploy
men
t opp
ortu
nitie
s
avai
labl
e up
on g
radu
atio
n. T
his
will
req
uire
inte
rvie
win
g se
vera
l of
the
maj
or e
mpl
oyer
s
incl
udin
g de
sign
fir
ms,
shi
pyar
ds, c
lass
soc
ietie
s, a
nd r
egul
ator
y an
d go
vern
men
tag
enci
es.
Thr
ough
the
inte
rvie
w a
n as
sess
men
t sho
uld
be m
ade
to d
eter
min
e:W
hat i
s th
e ty
pica
l edu
catio
n ba
ckgr
ound
of
thos
e cu
rren
tly in
volv
edin
ship
str
uctu
ral e
ngin
eeri
ng.
Wha
t are
typi
cal p
roje
cts
they
bec
ome
invo
lved
iwith
dea
ling
with
shi
p
stru
ctur
al e
ngin
eeri
ng.
Wha
t typ
e of
str
uctu
ral e
ngin
eeri
ng b
ackg
roun
d do
they
req
uire
for
thos
e
wor
king
on
thei
r en
gine
erin
g pr
ojec
ts.
As
a re
sult
of th
e ab
ove
find
ings
, ide
ntil'
nuaj
or d
efic
ienc
iesa
nd p
robl
em a
reas
.
Dev
elop
a s
et o
f re
com
men
datio
ns f
or S
SC a
ctio
ns th
at w
ould
hel
p to
cor
rect
the
maj
or p
robl
ems
iden
tifie
d.
FIG
UR
E 6
6.C
OPY
OF
SSC
PR
OJE
CT
PR
OSP
EC
TU
S T
HA
T A
CC
OM
PAN
IED
IN
DU
STR
Y Q
UE
STIO
NN
AIR
E
largest number of students in recent years. Several in this particular group, wheninterviewed in person or by telephone, were less than enthusiastic about their normalwork activities and said they were disappointed they were not more challenged andwere not recognized as more important to their organizations than they seemed to be.Others deemed themselves as part of a larger "team," and had input to other aspectsbeyond those involving the structural concerns of the projects on which they worked.All of these views had to be judged with regard to the type and the size of theorganization at which they were employed.
Questions 3 and 4
The next two questions were intended to clarify this somewhat expected previousresponse, but since an effort was made initially to include in the mailing organizationsof many types both large and small, the answers were equally varied. Almost all ofthe design firms and most shipyards felt capable of, and were active in, completingnew designs (albeit within the size range of vessels with which they had experience)and hence would be able to generate the plans andlor handle the construction ofconversions as well as new construction. Resolving structural problems in existingvessels was seemingly the one type of task that those from both the large and thesmall shipyards and design offices, and the regulatory and government agencies andoperators as well, all felt they could accomplish. Some of those interviewed laterobviously did not really understand, or at least had no experience to suggest to them,that some conversion structural problems could demand greater sophistication andcapabilities than they anticipated would be needed and that perhaps their confidencewas not wholly justified. This was not the case for those organizations that arededicated to doing research and development work in the marine structures area, andhence are aware that all too often seemingly mundane marine structural problemscan require the attention of even those with doctoral degrees using procedures andtechniques not available to nor in routine use by practicing engineers.
The great majority of answers to the fourth question, that used the two versions
of the strength chapter in the Principles of Naval Architecture editions and thetextbook Ship Structural Design - all published by The Society of Naval Architects
and Marine Engineers - as a rough scale by which to characterize the complexity and
the level of work they felt capable of handling andlor in which they were normally
engaged, did not select the latter. Some in fact responded that they did not know of
- 102 -
the book, a very telling reply indeed since it was not always made by the smallerorganizations. The responses to the second part of that question generated the samediscouraging impression: most smaller design firms and even larger ones, and both
large and small shipyards, do not concern themselves with evaluating, for example,
the reliability of their structural designs and, even more significantly since they may
not know how to evaluate reliability, they also do not utilize probabilistic methods to
describe design loads. Loading would seem to be (if most of the responses are to be
taken unequivocally) a matter for the regulatory agencies or most often just common
sense, by which their replies suggest they mean experience gained with structures of
whatever type and "routine" static loads and no unsatisfactory eventual performance
of which they are aware. Whatever their approach, they tend to believe they arebeing very conservative and hence safe to such a large degree that no improvement
in their methods on that basis is routinely required.
Question 5
The first part of the fifth question regarding materials universally elicited the
answers that might be expected. Firms dealing with only fiberglass at present were
not at all confident they could work with steel or aluminum. Larger firms normallyengaged in designing or building with steel indicated they could and quite often did have
projects involving high-strength steel, including those dedicated to offshore platforms
rather than ships. The design firms for the most part believed they could handle any
analyses or designing required whether it was aluminum or steel - or evidently any
other material for which the engineering properties were known - and more than afew seemed to imply that they wanted it understood they could as well, if called upon,
properly resolve any normal structural problems whether the application was marine
or otherwise. The answers to the second part of this fifth question indicate thesmaller design firms and most yards do include consideration of fabricationprocedures in dealing with whatever structural analysis andlor design activities in
which they may become engaged. This would appear to be especially true in regard to
structural details. Larger design firms evidently do not always worry aboutfabrication considerations in the conceptual phases of their design activities, but are
apt to be more familiar with what might be termed good design practices in regard to
structural details and to be better equipped to analyze those they may anticipate will
be troublesome.
- 103 -
Questions 6 and 7
The next two questions were perhaps the key ones included in the questionnairein that they were meant to permit some truly significant conclusions to be drawnrelevant to the major motivation for this project being undertaken. Almost all of theanswers suggest that those individuals and organizations engaged in marinestructural analysis and design seldom question the need for and are comfortableworking with codes or rules or perhaps less specific but still mandatory guidelines,whether formulated andlor promulgated by classification or professional engineeringsocieties or by the ILS. Navy or by other regulatory agencies. A few responses didagree that the existence of these on occasion prevent or severely constrain creatingunusual perhaps innovative structural arrangements, as suggested in the questionitself, but were more passive and unconcerned about this than had been expected.The tone of the responses in all cases to both questions would suggest that mostmarine structural analysis and design has been and is now done in this manner, andthey anticipate it probably always will be. When, or if, the individual or the groupresponsible may sense they face a structural problem beyond their competence toresolve, they do indeed or believe they would go to a consultant or a consultingengineering firm, or possibly just find the time to delve more deeply into and furtherstudy the appropriate literature so as to eliminate the need for that option. Theinclusion of examples, such as determining ultimate strength or estimating fatiguefailure, in the statement of the questions was meant to suggest that those respondingshould also acknowledge in estimating their competence that some problems or someaspects of a problem that may be important may not on occasion immediately beapparent to them if they seldom if ever had needed to consider them before. Fewpresumably wanted, in writing, to underestimate their abilities, however, and hence itis not clear just how honest or forthcoming their answers were and how indicativethey collectively are in gauging the confidence those responding have in theirtechnical abilities.
The answers to the second part of the seventh question were encouraging in thatthey demonstrated the appreciation by those answering of the possible value of thevarious types of continuing education. Several stated that their participation wasmuch more prevalent in years past than currently, but left the impression this wasprobably due more to economic concerns at present than lack of interest orrecognition of need.
- 104-
Question 8
The eighth question produced a wide range of answers, some listing all of their in-house structural programs and several all but the actual model numbers of thecomputers on which they run. Several of the more modest design firms have a greatdeal more capability that might be expected - or, perhaps, even necessary - andsome relatively substantial shipbuilding organizations could be deemed somewhatdeficient by current standards if their answers were in fact complete. NASTRAN isstill in use at many locations for finite element analyses, as current andcomprehensive a program as MAESTRO was available to those at moreorganizations than was expected, and ABACUS, GIFTS, SAFEHULL, PLATE,PipeNet, STEERBEAR and perhaps a dozen more programs with recognizablenames used in ship structural analysis and design, and in shipbuilding, werementioned in the replies received. Most organizations depended on 486 PC's forroutine work, but one of the large shipyards dedicated to work for the U.S. Navy andone of the consulting engineering firms said they had workstations with access toCrays. Only one boatbuilder (but, perhaps, to some extent, another as well) of allthose responding answered in such a way that would indicate their organization'scomputer usage was really very limited; most seemed to take some pride in howextensive their program libraries have become. The term optimization remainsmisused or overused, however, the pitfalls of modeling procedures are seemingly notapparent to some, and uncertainty if not absolute ignorance about how to treatmarine loads rationally is still prevalent.
Question 9
There was a final, ninth, question seeking any additional comments thoseresponding wished to make and requesting any suggestions, concerning matters,topics, or procedures that might have, or should have, been included to make thequestionnaire better, or in any way to aid in fulfilling the needs of the study as definedin the project statement. The responses were lengthy in several instances, andhelpful. That project statement did, of course, require that contact with the marineindustry be made, and the questionnaire and the responses, collectively with respectto some items and less often individually in regard to others, have been adequate tosuggest and to justifr some of the conclusions given in the next section of the report.
- 105 -
CONCLUSIONS AND RECOMMENDATIONS
The information provided in two of the foregoing sections of this report is mostlydescriptive: what academic programs of interest exist and what are they like ingeneral, and how, in particular, do they present material concerning marinestructural analysis and design to students. The immediately preceding sectionsummarizing the responses to the industry questionnaire does not mention that thereseems to be in industry any widespread dissatisfaction, with the manner in which thevarious schools have handled that presentation nor with the results they haveachieved, because it was not evident that there was any at all. What is possiblymore disturbing is there seems to be, instead, widespread but certainly not totalindifference with regard to how the schools actually operate, how well educated withrespect to marine structural analysis and design the graduates at all degree levelsfrom those schools with programs in naval architecture andlor ocean engineering are,and even how they and their organization might better accomplish the structuralanalysis and/or design tasks they encounter and must complete.
Of the dozen schools with undergraduate programs that were included in theearlier section, the first four would seem to be graduating at present an adequatenumber of bachelor's-level naval architects to meet the current needs of the marineindustry. This could not have been stated just several years ago since their normalcollective enrollment, and therefore total number of graduates in the last year or two,were much reduced because students were not being attracted to this particulardiscipline at least in the U.S. due to the view generally held (but by many youngerpeople especially) that the marine industry was nearing collapse as the U.S. Navyhad to cut back ship procurement programs. But during the intervening period Webbhas been able to admit and to graduate more students than ever before -approximately 24 and 18, respectively - and Michigan at present is again graduating23 or 24 students this year and anticipates some further increase in each of the next
several years. While the Memorial bachelor graduates generally remain in Canada
after receiving their degrees, the total number of students at New Orleans would
suggest that more than the usual 10 or so might graduate if it were not that most ofthe students work full-time and are only part-time students and concurrent work
opportunities for them seem to be available at present in the Gulf region. The few
-106-
students now receiving their undergraduate education in naval architecture each yearfrom Berkeley, and the uncertainty about whether the number will increase, andmuch the same situation at MIT with regard to their remaining undergraduateprogram in ocean engineering, render concern for what their undergraduate studentsare taught or learn regarding marine structural analysis and design seem almostmoot. Much the same conclusion not to include them among the four can be reachedregarding the Coast Guard and Naval Academies even though they annually awardseveral dozen degrees, since their graduates are not available to enter industry atonce. But Virginia Tech now awards 15 or so bachelor's degrees in ocean engineering,and, as indicated earlier, their program has much of the same content and is more likethe traditional programs in naval architecture than are those at the three remainingschools with programs also specifically called ocean engineering. These other schoolswith ocean engineering undergraduate programs are certainly providing additionalgraduates to the marine industry, but most continue to seek careers as coastalengineers or in some other branch of ocean engineering rather than in structuralanalysis and design even though they are often just as well qualified to contribute inthat particular area as civil or mechanical engineering graduates.
Table 2 lists the number of degrees, at all levels, granted by the variousinstitutions in 1993 and 1994, for reference. Some of the values are not necessarilyexact since they were all obtained from several sources and these did not alwaysagree. Even if approximate, however, they are adequate for the purpose of thisreport.
- 107 -
TABLE 2. NUMBER OF DEGREES AWARDED 1? PROGRAMS OF ThTERESTAT ThSTITUTIONS fNCLIJDED IN THIS STUDY
Sources: American Society for Engineering Education Directories (see BIBLIOGRAPHY) andpersonal communication.'B=Bachelor degree, whether B.S.E., B.Sc., B.S., naval archtitecture or ocean engineering2M=Masters degree, whether M.S.E., M.Eng., M.S., M.A.Sc., naval architecture or ocean engineering3E=Professional degree: Naval Engineer, Naval Architect, Ocean Engineer4D=Doctorate, whether D.Eng., D.Sc., Ph.D., naval architecture or ocean engineering5Separate degrees in Ocean Engineering, rather than in Aerospace and Ocean Engineering,at the master's level began in 1993, and at the doctoral level no distinction is made.
Thus only the five undergraduate programs of most importance to this study -Webb, Michigan, New Orleans, Memorial, and Virginia Tech - could and perhapsshould be judged as to how well they handle marine structural analysis and design,how viable is the content of their individual structures courses and complete the totalcoverage, how qualified the various professors involved may be technically, andmaybe with regard to other pertinent factors. But none would in fact be founduntenable, even though all may be wanting in one or several aspects. Discussionswith professors and even those with administrative responsibility at theseinstitutions make clear they are very much aware in what areas they may fall short,but are either attempting to remedy that circumstance or have other problems onwhich they place a higher priority. The differences among these five undergraduateprograms with respect to how thoroughly they cover the fundamental knowledgegraduates should know to be able properly to keep pace with the technological
- 108 -
INSTITUTION M2 ,E3, '93 M, E, 94 D4, '93 D, '94Webb s - - -Michigan ¡ 13 21 25 8 5
New Orleans 9 0 0 - -Memorial 6 4 9 7 2 1
Berkeley 4 5 6 7 2 3
Coast Guard Academy 23 24 - - - -Naval Academy 22,33 15,20 - - - -Virginia Tech 17 15 *5 2 * *
MIT 1 5 41 55 11 13
Texas A&M 21 21 12 17 3 3
Florida Atlantic 16 22 8 14 4 2
Florida Tech 22 30 7 7 0 1
Nova Scotia - - 2 4 0 2
advances that are occurring in engineering today - in materials, in fabricationtechniques, and even in analysis and design procedures - are not really very great,probably because it has long been accepted that universities are not "trade schools"and the basics must be taught first and well. The degrees to which these programsprepare their graduates for practice, how extensively they communicate how thebasic material can be applied to real - and for the concerns of this project, marine -structural problems, does vary. Whether at several schools a second strength coursetaken after a basic one introducing the fundamentals of strength of materials isproperly named, and is indeed concerned specifically with marine structures or justadvanced strength of materials generally, can depend on the individual professor'sinclination which in turn may well depend on his own particular background andexperience. The course syllabuses reproduced in the foregoing do not illustrate anysituations where what might be called the balance between fundamental theory andpractical application - teaching useful problem resolving approaches and procedureswith appropriate marine structures examples - is too far from equilibrium, even whensome of the professors may have been educated as civil engineers and theapplications may also occasionally involve structural problems not specificallymarine.
What has obviously been of tremendous benefit to those teaching and to theundergraduate students learning about marine structures at several of the schools,however, has been the increasing attention being given in their programs to shipproduction and to fabrication practices in particular. It is now possible to recognizethat many undergraduate and even graduate students were formerly not able to fullyenvision realistically what constituted structure in ships or platforms or even boats,and did not concern themselves at all with how the structure was assembled,especially in the classroom. Only Webb had a formal practical work periodrequirement until relatively recently, but summer intern programs have becomepopular at several additional schools to their great benefit. That these arrangementsbe emulated at the others is well worth recommending. It would also be of real valueif several of the undergraduate programs could include greater treatment of fractureand fatigue, more on material behavior, and so on for many other topics. But anycurriculum additions can only be accomplished by replacing and thus deleting othertopics, or the unacceptable alternative of increasing the number of credit hours andhence terms required.
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The trends in graduate engineering education - generally, but certainly at themaster's degree level towards greater concern for and emphasis on preparinggraduates for practice, rather than seemingly sometimes only for even furthereducation after a master's degree, bodes well for today's students, But practice mustbe interpreted broadly; it is too educationally demanding on the one hand to permitany but the very brightest graduate students to specialize in a worthy andmeaningful specific area of engineering, and be certain they have dealt with all itentails technically no matter how narrow it may appear, arid on the other handsimultaneously within the same number of credit hours to prepare them to someextent also to manage and to carry out the necessary economic planning, to considermarketability, and to anticipate operational problems and management concernswith regard to complex engineering systems as currently envisioned in the so-called"concurrent design" concept.
That doctoral programs, and theses, even in engineering may remain as esotericas ever is not deemed a major concern at present. Basic knowledge andunderstanding must be advanced, and the entire marine industry with all itsengineering activities and demands seemingly functions at all well only by being ablefrequently to utilize and adapt to current problems the advances that have moreoften been produced for other elements of industry by research andlor developmentefforts in disciplines other than naval architecture andlor ocean engineering. Thusthe recognition that no more than five or six doctoral degrees in naval architecturalaspects of structural analysis and design are being awarded annually in NorthAmerica is, while unfortunate, again, an indication this area is not considered asattractive nor as well funded as others by potential candidates seeking doctoraldegrees in engineering.
But the schools included in this study are, again, collectively seeminglygraduating an adequate number of master's degree-level and even doctoral degree-level naval architects to meet the current needs of the marine industry. Michiganand Memorial, and probably New Orleans and Virginia Tech but certainly nowincluding Berkeley and MIT, continue to maintain more or less traditional graduate
programs, whether they be designated in naval architecture and marine engineeringandlor ocean engineering, capable of educating more students than at present if a
surge in enrollment because of a perceived industry need were to occur. And thehealthy graduate programs at the other three ocean engineering schools endure. But
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more graduate students in all of the programs of particular interest at all of theseinstitutions are specializing to the extent possible in hydrodynamics than are those instructures and production and power systems (marine engineering) and operational orenvironmental concerns (whatever the options may be called) combined, that isprobably an indication not only that greater research funding and hence graduatestudent research is and has been predominantly in that field but that even adequatesupport in any of the others - but most particularly in structures - could alter thatsituation.
What recommendation or recommendations should be advanced to counter theperceived sort of malaise and uninterested mind-set that seemingly currentlypervades marine structural analysis and design in general is not clear, but it iscertain the fault is not primarily or even partially in the undergraduate or thegraduate educational programs discussed even though it is manifested there as wellas in practice. All of those teaching at all of the institutions discussed are dedicatedand extremely capable people, productive and enthused about what they do even ifseveral of the younger professors may possibly on occasion be less enthusiastic thandesirable about teaching undergraduates and most are perhaps too focused on theirresearch andlor consulting work. The subject content in the various programs is not,and the topics in the individual courses are not - and should not be - uniform, butreflect the emphasis and the rationale reasonable minds believe appropriate withinthe constraints they face. If indeed the problem is really most apparent in practice,in industry, it may be because the industry itself does not consider marine structuralanalysis and design of great enough importance nor amenable to much improvement.This cannot be due solely to overregulation even though that might be one factor,despite the fact that the regulators - the classification societies such as ABS, inparticular - have often developed and promoted the approaches that have made morerational many of the techniques available for use today. That commercial firms havecome to depend upon them, or the Department of the Navy, to do so does relieve themof the obligation, and does help explain why many recent and current navalarchitectural graduates are not as attracted to these activities within theirorganizations and less then thrilled when assigned to them.
It may also seem trite to suggest that another cause is that there are no "exoticnew frontiers't in ship structures, at least to the degree there seems to be in someother engineering fields. But in structures generally, including such land-based
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structures as civic buildings and venues, bridges, and even shoreline structures,improvement and advances of many types are taking place even though they arebeing brought about by a relatively small number of people and organizations. It isjust not being made apparent to individuals or to organizations in the marine industrythat innovation and creative reconfigurations and other possibly more excitingdevelopments such as, for example, "smart" materials and structures that adjust andadapt in response to their own sensors are indeed desirable and even needed in ships
and platforms. Analyses that justified lengthening the frame spacing in a ship by an
inch or two by modifying the arrangement of other structural members or usingbetter material, and thereby reducing the hull steel weight overall by as much as one
or two percent, just is in comparison not that satisfying an accomplishment andprobably would not be rewarded anyway. How those who practice in what must betermed a conservative marine industry can be encouraged to propose possibly
dramatic improvements in the area of structures - as some have in such other areas
as propellers or hull form or even tank coatings - when the prevailing impression is
that structure is governed by rules and codes in the name of safety, and deviation
from these and the resulting redundancy and overdesign that often result will impose
on those suggesting some variation a needless burden, is the real problem. Various
awards to practicing naval architects and/or ocean engineers, for creativity and
productive change, particularly if successful, offered by appropriate government
agencies such as those that constitute the Ship Structure Committee or thatinteragency organization itself, might help. The recognition must be extensively
publicized in each case, however, and the awards themselves should be as rich as
possible. The Society of Naval Architects and Marine Engineers and the American
Society of Naval Engineers should be encouraged to participate and could possibly
manage the entire process.
It is foolish to suggest money, financial support for research, financial aid for
education, does not matter; but it is questionable whether the availability
immediately of a substantial additional amount of money will quickly improve marine
structure analysis and design education and capability in industry significantly.
What might help in the coming years, however, are dedicated government tax policies
intended to encourage investors, unwilling to take the entire risk themselves, to carry
through on entrepreneurial ventures that do incorporate or, preferably, even require
innovative structural arrangements, or imaginative new material usage, or other
such features. To encourage the government to do so would require an educational or
lobbying campaign perhaps, but the prospectus for that is beyond the scopepermitted here. However, it is not unreasonable nor inappropriate to recommendthat an intense campaign be mounted at once by the individuals that constitute theShip Structure Committee to convince their organizations to double and then doubleagain their financial support, emphasizing that despite its shamefully modest ftmdingthis committee is at present the only continuous source of funds for research anddevelopment undertakings specifically in marine structural analysis and design, thatthese undertakings are not often as theoretical or sophisticated as to elicit theattention and support of the National Science Foundation or the Office of NavalResearch on any regular basis but normally produce results of immediate value tothe marine industry, and are in fact suggested by representatives from the marineindustry and the cognizant government agencies and thus address current problemsor concerns of real interest to them. At the very least the SCC reports should begiven much greater distribution, thereby establishing how valuable they are andengendering wider appreciation for and application of the information they contain.
Another recommendation or two also with respect to the Ship StructureCommittee program, since improving education in marine structural analysis anddesign is indeed among its specific goals, are suggested particularly by theinformation concerning the various schools and their programs presented in thepreceding sections of the report. If, for example, the intent is to insure that morestudents become attracted to and hence interested in pursuing their studiesconcentrating in marine structural analysis and design, their single graduatescholarship and appointing a single student as a Ship Structure Subcommitteemember are at best superficial attractions and probably not really all that effective.More graduate student support could be achieved if every project they considerawarding to a professor, whether through his institution or to him personally, requiredthat the proposal being reviewed listed by name and program level if possible thestudents that would participate and the renumeration they would receive, and thatthis be a major consideration in evaluating the proposal. And, again, if additionalinput is desired, instead of students or even faculty members bring appointed asliaison members of the SSSC, since at present only those professors from the U.S.Coast Guard, Naval, and Merchant Marine Academies (none of which have graduateresearch programs dealing with structural analysis and design) are, more extensiveliaison instead be sought and established with the National Shipbuilding ResearchProgram, the Advanced Research Projects Agencyts Maritech Program, and possibly
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even with the American Institute of Marine Underwriters, the Shipbuilders Council of
America andlor the splinter group of its former members, or both, and other such
organizations even though these may not be formally affiliated with or an integral
part of the government. Strengthening ties with such existing liaison organizations
as the Welding Research Council, and especially ONR is also essential if synergism of
the level now achieved by the long established arrangement with the Committee on
Marine Structures of the National Research Council is to be duplicated or even
partially achieved with them.
While much of the foregoing is unfortunately capable only of portraying the
status of marine structural analysis and design education, and practice, as somewhat
stagnant, this is misleading with respect to that aspect of the subject that can most
easily be characterized as loads and/or loading. The very best structural analyses are
only meaningful if they describe the response to realistic loading, and structural
design decisions certainly must be based on loads rationally derived and formulated.
The progress in recent years in this area may be due more to the efforts of those who
think of themselves as hydrodynamicists and their increased concern with motions
than to structural engineers, but the value of and the acceptance of their
contributions has enhanced marine structural analysis and design enormously. Nor
is this the only positive development. The advent of ever more capable computer
programs for both structural analysis and design, and the widespread availability of
and dependence on computers capable of running them, has made it possible to carry
out more extensive and more sophisticated analyses and to evaluate more design
alternatives with greater confidence than ever before. These, and equivalent progress
in better understanding material behavior, improving fabrication procedures, and
other such advances should be more than adequate to invigorate, perhaps gradually
but surely inevitably, marine structural analysis and design. They seemingly are
capable of sustaining the educational efforts and attention that these subjects are
receiving currently and may in time amplify and extend them, but they will do so only
if the marine industry recognizes their own need that they do so and encourages them
accordingly.
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BIBLIOGRAPHY
ASEE's 1994-95 DIRECTORY OF ENGINEERING GRADUATE STUDIESAND RESEARCH, Published by The American Society of EngineeringEducation.
1993 DIRECTORY OF ENGINEERING AND ENGINEERING TECH-NOLOGY UNDERGRADUATE PROGRAMS, Published by the AmericanSociety of Engineering Education.
ENGINEERING AND TECHNOLOGY DEGREES 1994, Published by theEngineering Work Force Commission of the American Association ofEngineering Societies, Inc.
CATALOG, WEBB INSTITUTE, 1995-96.
The University of Michigan, BULLETIN, COLLEGE OF ENGINEERING1995-96.
The University of New Orleans, COLLEGE OF ENGINEERINGINFORMATION BULLETIN 1994-1995.
CALENDAR 1994-95, Faculty of Engineering and Applied Science, MemorialUniversity of Newfoundland.
The University of California, Berkeley, ANNOUNCEMENT OF THECOLLEGE OF ENGINEERING 1995-96.
1994-1995 CATALOGUE OF COURSES, United States Coast GuardAcademy.
United States Naval Academy, CATALOG 1993-1994.
Virginia Polytechnic Institute and State University, UNDERGRADUATECOURSE CATALOG AND ACADEMIC POLICIES 1994-1995.
Massachusetts Institute of Technology, BULLETIN 1993-94 (Courses andDegree Programs Issue).
Texas A&M University, OCEAN ENGINEERING AT TEXAS A&MUNIVERSITY, Undated Booklet.
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Florida Atlantic University, UNDERGRADUATE CATALOG 1994-1995.
Florida Institute of Technology, UNIVERSITY CATALOG 1993-94.
1994/95 ACADEMIC CALENDAR, Technical University of Nova Scotia.
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Project Technical Committee MembersFTC List for Publication
The following persons were members of the committee that represented the Ship StructureCommittee to the Contractor as resident subject matter experts. As such they performedtechnical review of the initial proposals to select the contractor, advised the contractor incognizant matters pertaining to the contract of which the agencies were aware, and performedtechnical review of the work in progress and edited the final report.
Rob Holzman Chairman
John Conlon
Steve Arntson
Trevor Butler
Jason Miller
William Garzke
Walt Lincoln
Mr. William Siekierka
Dr. Robert Sielski
CDR Steve Sharpe
U. S. Coast Guard
American Bureau of Shipping
American Bureau of Shipping
Memorial University
Massachusetts Institute of Technology
Gibbs and Cox
U. S. Coast Guard
Naval Sea Systems Command,Contracting Officer'sTechnical Representative
National Academy of Science,Marine Board Liaison
U.S. Coast Guard, Executive DirectorShip Structure Committee