HMAS Advance (P 83) - Design and Construction

Design and Construction

The Attack class was ordered in 1964 to operate in Australian waters as patrol boats (based on lessons learned through using the Ton class minesweepers on patrols of Borneo during the Indonesia-Malaysia Confrontation, and to replace a variety of old patrol, search-and-rescue, and general-purpose craft. Initially, nine were ordered for the RAN, with another five for Papua New Guinea's Australian-run coastal security force, although another six ships were ordered to bring the class to twenty vessels. The patrol boats had a displacement of 100 tons at standard load and 146 tons at full load, were 107.6 feet (32.8 m) in length overall, had a beam of 20 feet (6.1 m), and draughts of 6.4 feet (2.0 m) at standard load, and 7.3 feet (2.2 m) at full load. Propulsion machinery consisted of two 16-cylinder Paxman YJCM diesel engines, which supplied 3,460 shaft horsepower (2,580 kW) to the two propellers. The vessels could achieve a top speed of 24 knots (44 km/h; 28 mph), and had a range of 1,200 nautical miles (2,200 km; 1,400 mi) at 13 knots (24 km/h; 15 mph). The ship's company consisted of three officers and sixteen sailors. Main armament was a bow-mounted Bofors 40 mm gun, supplemented by two .50 calibre M2 Browning machine guns and various small arms. The ships were designed with as many commercial components as possible: the Attacks were to operate in remote regions of Australia and New Guinea, and a town's hardware store would be more accessible than home base in a mechanical emergency.

Advance was laid down by Walkers Limited at Maryborough, Queensland in March 1967, launched on 16 August 1967, and commissioned on 24 January 1968.

Read more about this topic:  HMAS Advance (P 83)

Famous quotes containing the words design and/or construction:

    Joe ... you remember I said you wouldn’t be cheated?... Nobody is really. Eventually all things work out. There’s a design in everything.
    Sidney Buchman (1902–1975)

    There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.
    John Dewey (1859–1952)