Module Catalogue 2026/27

Pre Requisite Comment

None

Co Requisite Comment

None

Aims

To introduce students to the standard approaches to the design of working craft, and in particular the design issues associated with Tugs, Fishing Vessels and Search and Rescue craft.

Outline Of Syllabus

Topics include:

Economic and operational factors in the design of working craft: the importance of the identification of design requirements in the design process; the economics context of working craft; establishing a mission profile; contrasts in the economic environment for the design of tugs and search and rescue craft. Tug design: categories; primary and secondary activities; direct and indirect mode; operational practices; powering; design tactics; recent developments. Fishing vessel design: categories; fishing operational practices; regulations and safety; design tactics; recent developments. Search and rescue Vessels: the design environment; design for safety; design for operation in extreme conditions; self-righting capability; recent developments.

Intended Knowledge Outcomes

On completion of this module students will be able to evaluate:

IKO1 - The rationale behind the design procedures commonly used in the design of working craft (M5).

IKO2 - The application of appropriate procedures to specific craft types (M3).

IKO3 - Familiarity with the principle categories of tug and fishing vessel (M5, M7).

IKO4 - Understanding of the conflicting design requirements associated with different types of craft
and different organisation (M4).

Intended Skill Outcomes

On completing the module students will be able to develop the following subject specific skills:

ISO1 – Project planning and management skills through completion of a report exercise (M16, M17).

ISO2 – Problem formulation and solving (M1, M2).

ISO3 - Evaluate a solution to an open-ended problem with no 'correct' answer (M3).

Teaching Rationale And Relationship

Students are encouraged to develop their appraisal of the subject by independent reading for which they are given guidance in the distance learning material (IKO1-4)(M3, M4, M5, M7).

The preschool study is reinforced via lectures during the intensive school itself. The use of design during the intensive school and work-based assessments and application after the intensive school also enable the students to learn.

Subject specific skills (e.g. IT and project planning) are developed via the distance learning material, which is delivered by a web-based system VLE. Cognitive skills (problem solving/ decision making) are taught primarily through case studies and design classes, and developed through work based assignments. Key transferable skills (communication, time management, ability to work alone etc) are developed through work based assignment and via completion of the module itself, including the distance learning material (ISO1-3)(M1, M2, M3, M16, M17).

Assessment Rationale And Relationship

The Written Examination allows the students to demonstrate their basic knowledge and understanding (and communication skills) of the subject as well as to demonstrate their problem-solving skills through short subject specific problems, under time constraints. This is similar to time constrained problems found in an industry setting (IKO1-4), (M3, M4, M5, M7).

Knowledge of design synthesis and the design process is delivered through lectures, and a greater in-depth appraisal is gained by undertaking a design exercise. This is embedded is a substantial piece of coursework which is developed in tandem with relevant lectures and tutorials. (IKO1-4 and ISO1-3), (M3, M4, M5, M7), (M1, M2, M3, M16, M17).

The formative assessment (pre-school assignment) allows students to become familiar with the general subject area before the intensive school starts. Feedback from which is valuable to students in enhancing their grasp of the fundamentals (ISO 1-3) (M1, M2, M3, M16, M17).

General Notes

N/A