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Academy Course Catalogue: Difference between revisions
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==Engineering Department== | ==Engineering Department== | ||
:''Some information from the "Starfleet Academy Handbook", part of the Starfleet Academy Boxed Supplement for the "Star Trek: The Next Generation" Role-Playing Game, published by Last Unicorn Games in 1999.'' | |||
The study of the background, theory, assembly, repair, usage, and upkeep of the systems which control starships. | The study of the background, theory, assembly, repair, usage, and upkeep of the systems which control starships. | ||
===Introductions to Engineering=== | |||
* Engineering: General Electronics | * Engineering: General Electronics | ||
** Introduction to electronic components in both Federation and non-Federation systems. | ** Introduction to electronic components in both Federation and non-Federation systems. | ||
* Engineering: Intermediate Electronics 1 | * Engineering: Intermediate Electronics 1 | ||
** Continues where General Electronics left off by delving more in depth with Electronics in Federation systems, and provides a practical application for the knowledge in StarFleet. Covers Computer Systems, Transporters, Life Support Systems, and Shields | ** Continues where General Electronics left off by delving more in depth with Electronics in Federation systems, and provides a practical application for the knowledge in StarFleet. Covers Computer Systems, Transporters, Life Support Systems, and Shields. | ||
* Engineering: Intermediate Electronics 2 | * Engineering: Intermediate Electronics 2 | ||
** Continues where Intermediate Electronics 1 left off by covering Command Functions, Bio-Neural Components, and Programming. | ** Continues where Intermediate Electronics 1 left off by covering Command Functions, Bio-Neural Components, and Programming. | ||
===Propulsion Systems Engineering=== | |||
* Engineering: Introduction to Warp Systems | * Engineering: Introduction to Warp Systems | ||
** | ** The study of warp drive theory and development, from Zefram Cochrane to modern transwarp theories. Students study the design of warp drives, the formation of warp fields, and the potential effects of warp technology on normal space and subspace. Students experience developments in warp technology through a variety of simulations, including the original flight of the Phoenix and early Federation warp systems. A paper on the evolution and development of warp technology is required. | ||
* Engineering: Advanced Warp Systems | * Engineering: Advanced Warp Systems | ||
** | ** An in-depth study of warp drive technology and theory, including the structure of subspace, the formation of warp fields, subspace distortions and how they affect warp drive, and transwarp theories. Students study the operation, maintenance, and construction of warp drive systems using both simulation and hands-on experience. The class visits the Utopia Planitia Yards on Mars to examine the latest developments in warp technology. Students are expected to write a term paper on new developments in warp technology and to pass simulations on warp systems operations, including safety procedures during a warp core breach. | ||
** Prerequisite: Introduction to Warp Systems, or Intermediate Electronics 2 | ** Prerequisite: Introduction to Warp Systems, or Intermediate Electronics 2 | ||
* Engineering: Impulse Systems | * Engineering: Impulse Systems | ||
** | ** A survey of modern impulse systems using fusion power and helium plasma. Students study the development of impulse technology and its use over the centuries, as well as modern impulse drives and their use aboard Federation starships. Simulations provide students with direct experience in operating and maintaining impulse drive systems, including emergency operations. A paper on the development of impulse in Federation history is required. | ||
* Transwarp Theories | |||
** A survey of the theoretical limits of warp propulsion and various theories for the achievement of transwarp, or warp factor 10. A vessel in transwarp would theoretically have infinite velocity and therefore occupy all points in space simultaneously. Students examine theories on the achievement of transwarp velocity, from the Excelsior experiments in 2284 to modern transwarp development projects at the Utopia Planitia Yards. | |||
===Material Engineering=== | |||
* Engineering: Introduction to Material Engineering | |||
** An overview of material engineering history, theory, and practice. Systems of units; material balances and chemical reactions; gas laws; phase phenomena. Energy and material balances for systems with and without chemical reactions; design case studies. Emphasis on modern construction and building materials, including polyduranide and tritanium. Students study design and construction techniques, including the use of matter replication and molecular bonding. Hands-on work and simulations provide direct experience in structural design. Students design and construct working models as part of their study. | |||
* Engineering: Mechanics | |||
** Introduction to static and particle dynamics and rigid body dynamics. Two-, three-, and four-dimensional force systems; the concept of static and dynamic equilibrium; rotational and translational kinetic energy of rigid bodies; friction momentum and impulse principles; analysis of structure; development of movement and shear diagrams; strength of materials; virtual work; work-energy relationships. Analysis of bending, torsion, axial load bearing; diagrams; stresses and strains; structural reinforcement through energy fields. Students perform experiments and hands-on work in simulation to provide direct experience. | |||
* Engineering: Starship Engineering | |||
** A study of the principles and theories of starship engineering, from the first manned space vessels to transwarp theories, with a focus on modern vessels. Students study a variety of different vessel designs and theories in simulation, and visit the San Francisco Fleet Yards to see the design and construction process in action. Students examine early Federation starship designs, from the Daedalus-class, through the Constitution-, Excelsior-, Ambassador-, and Galaxy-class vessels, and write papers describing the evolution of these vessels over the years. | |||
===Components Engineering=== | |||
* Engineering: Bio-Neural Components | * Engineering: Bio-Neural Components | ||
** Complete course on the expanding field of Bio-Neural circuitry. | ** Complete course on the expanding field of Bio-Neural circuitry. | ||
* '''<span style="color:green">Engineering: Computer Memory and Personnel Interfaces</span> | |||
** Focuses on computer cores for starships, as well as the interfaces which personnel use to access all ship functions. | |||
* '''<span style="color:green">Engineering: Replicators, Transporters and Holodecks</span> | * '''<span style="color:green">Engineering: Replicators, Transporters and Holodecks</span> | ||
** | ** The design and maintenance of transporters and related systems such as replicators. Students study transporter theory from the earliest invention of the system, through developments such as the elimination of transporter psychosis and the use of active-feed pattern buffers, to experiments such as subspace transport systems and Elway's folded space transport theorem. Students experience suspension inside a transporter pattern buffer, and study a complete transporter system and all its components. The use of transporters in emergency situations, such as high-warp transports and ship-to-ship transports at warp speeds, is also demonstrated and tested through extensive simulations and field exercises. | ||
* '''<span style="color:green">Engineering: Sensors, Communications and Helm Systems</span> | * '''<span style="color:green">Engineering: Sensors, Communications and Helm Systems</span> | ||
** | ** The design and maintenance of transmission and reception systems covering the complete range of available frequencies, from subspace emissions through electromagnetic radiation. Cadets learn communication and sensor protocols, signal traffic management, multiplexing, signal degradation and enhancement, and distribution of sensor time for maximum efficiency. | ||
* Engineering: Operations and Command Functions | * Engineering: Operations and Command Functions | ||
** Advanced course on all systems which organize and relegate command and functional abilities on any given ship. | ** Advanced course on all systems which organize and relegate command and functional abilities on any given ship. | ||
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* Engineering: Life Support Systems | * Engineering: Life Support Systems | ||
** Advanced course on all systems which regulate ship atmosphere and conditions, including those aboard diplomatic vessels with the capability to support non M-Class style conditions. | ** Advanced course on all systems which regulate ship atmosphere and conditions, including those aboard diplomatic vessels with the capability to support non M-Class style conditions. | ||
* Engineering: | * Engineering: Shield Systems | ||
** | ** A survey of the design and maintenance of force field generating systems, from starship shields to cascade force fields. Students examine the development of shield technology, the role of graviton manipulation in shield function, and the regeneration of shields under combat conditions. | ||
* Engineering: Weapons Systems | |||
** An extensive survey of starship weapon systems, their design and maintenance. Students study standard Starfleet weapon systems such as phasers and photon and quantum torpedoes. The course also provides information on nonstandard weapon systems such as Romulan and Breen disruptors and Talarian Merculite rockets. The capabilities of each weapon system are analyzed in various simulations, and students are provided opportunities to study the design and maintenance of each system under actual combat conditions at the Academy Firing Range. Students are expected to prepare a thesis comparing the uses of different weapon systems. | |||
* Engineering: Security Systems | |||
** Students study technological systems designed to enhance and provide security, including security force fields, locks and access devices, dampening fields, surveillance equipment, and the maintenance of security devices. Students learn to use security devices in a variety of simulation designed to test their limits. As a final exam, student teams work to design security measures for a situation presented by the instructor, while other students attempt to bypass the security and reach a prearranged goal. | |||
===Programming=== | |||
* '''<span style="color:green">Engineering: LCARS Programming 1</span> | * '''<span style="color:green">Engineering: LCARS Programming 1</span> | ||
** Introduction to LCARS programming (the standard software system for StarFleet), the process of designing and constructing software interfaces. Emphasizes the Artificial Intelligence modules, and builds on software development by means of an introduction to the features of the programming language. The course also covers some of the most fundamental data structures and algorithms that are useful to LCARS. | ** Introduction to LCARS programming (the standard software system for StarFleet), the process of designing and constructing software interfaces. Emphasizes the Artificial Intelligence modules, and builds on software development by means of an introduction to the features of the programming language. The course also covers some of the most fundamental data structures and algorithms that are useful to LCARS. | ||
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* Engineering: Base-Mode Operations | * Engineering: Base-Mode Operations | ||
** A complete course on the use of the base-mode program in emergency situations when the AI systems have been compromised. | ** A complete course on the use of the base-mode program in emergency situations when the AI systems have been compromised. | ||
===Seminars=== | |||
* Engineering: (Specialty) | * Engineering: (Specialty) | ||
** Seminar on specific non-major equipment. | ** Seminar on specific non-major equipment. | ||
==History Department== | ==History Department== | ||