MECH ENG 7065 - Naval Ship Engineering

North Terrace Campus - Semester 2 - 2021

Building on the Introductory course by expanding on operational requirements for naval ships and the specific naval systems developed, including; propulsion train, replenishment at sea, firefighting and damage control, ship signatures, helicopter operations, magazine design, weapon system integration and topside design. Applying modern technology for naval ship construction and maintenance support.

  • General Course Information
    Course Details
    Course Code MECH ENG 7065
    Course Naval Ship Engineering
    Coordinating Unit School of Mechanical Engineering
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact One week intensive
    Available for Study Abroad and Exchange Y
    Prerequisites MECH ENG 7048
    Assessment Assignments, project, final exam
    Course Staff

    Course Coordinator: Mr Eric Fusil

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    This course will be delivered on a one-week intensive mode from semester 2 - 2019 onward
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1 Demonstrate the skills needed to understand and analyse the design and performance of a modern aircraft;
    2 Explain soundly-based vehicle design and flight systems;
    3 Explain an aircrafts systems such as engines, V/STOL technology, control systems;
    4 Discuss basic theories in Aeronautical Engineering, such as propeller momentum theory, vortex line theory etc;
    5 Describe structural analysis through the application of the fundamental knowledge in aerospace structures;
    6 Apply problem based learning principles in the tutorial;
    7 Define and describe Aeronautical Engineering;
    8 Recognise best practice in the area of Aeronautical Engineering;
    9 Explain environmental issues associated with the area of Aeronautics, such as energy conservation, pollution etc; and
    10 Use problem solving skills i.e. identify main issues in aeronautical problems, simplify the problem and solve it using standard tools.

    The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
    The course is designed to develop the following Elements of Competency:

    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1 - 10
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1 - 7, 10
  • Learning Resources
    Required Resources

    Course notes – these are essential and required.

    Text book: Basic Ship Theory Volumes 1 & 2 by Rawson and Tupper, Publisher Butterworth – Heinemann.

    Recommended Resources

    See list provided with the course notes

  • Learning & Teaching Activities
    Learning & Teaching Modes

    Lectures supported by problem-solving tutorials developing material covered in lectures


    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    38 hours lectures and 10 hours tutorials

    Learning Activities Summary

    This Course builds on the broad overview provided in the Introductory Course, providing more depth on design integration aspects and those whole ship design requirements such as shock, noise, vibration, signature management.

    A significant aspect of the Course is to demonstrate design integration by applying the knowledge gained to a practical case study.


    • Radar Cross Section (RCS)
    • Infra red signature – exhaust gas emissions
    • Magnetic signature
    • Underwater noise signature


    • Underwater shock event
    • Shock response Spectra (SRS)
    • Equipment categories
    • Equipment location
    • Shock standards
    • Shock testing
    • Shock analysis
    • Shock mounting
    • Shock design considerations


    • Compartment noise
    • Equipment noise
    • Structure borne noise
    • Noise level standards
    • Ship vibration
    • Equipment vibration
    • Torsional vibrations
    • Vibration standards
    • Vibration testing


    • Requirements Management
    • Impact Statements
    • Interface Management
    • Safety Management
    • Design Engineering
    • Integrated Logistic Support
    • Test & Evaluation


    • Operational performance
    • Perception
    • Operational environment
    • Human Machine Interface


    • Case Studies


    • Design layouts
    • Conventions
    • Standards


    • Key Hazards
    • Safety Controls


    • Integrated Logistic Support
    • Condition Based Monitoring
    • Obsolescence
    • In-Service Tolerances


    • Fuel handling and storage system
    • Hydraulic system
    • Cooling system
    • HVAC systems
    • Compressed air systems

    PROJECT (20%)

    The Project will involve the integration of sub-components into modules and modules into a naval platform. This Project will reflect the reality of system integration and it will be structured in a manner to assess students on an individual and team basis. The Project will form a significant element of the Course requiring students to draw on previous course material and researching allocated aspects of the design.

    Specific Course Requirements


  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Weighting (%) Individual/ Group Formative/ Summative
    Due (week)*
    Hurdle criteria Learning outcomes
    Exam 40 Min 50%
    Project 60 Min 50%
    Total 100
    * The specific due date for each assessment task will be available on MyUni.
    This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
    This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
    Assessment Detail

    No information currently available.


    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.