Design and Construction
The eight-vessel Balikpapan class was ordered as a locally-manufactured replacement for the Australian Army's LSM-1 class landing ship medium and ALC 50 landing craft. They are 44.5 metres (146 ft) long, with a beam of 10.1 metres (33 ft), and a draught of 1.9 metres (6 ft 3 in). The landing craft have a standard displacement of 316 tons, with a full load displacement of 503 tons. They are propelled by two G.M. Detroit 6-71 diesel motors, providing 675 brake horsepower to the two propeller shafts, allowing the vessels to reach 9 knots (17 km/h; 10 mph). The standard ship's company is 13-strong. The Balikpapans are equipped with a Decca RM 916 navigational radar, and fitted with two 7.62 millimetres (0.300 in) machine guns for self-defence.
The LCHs have a maximum payload of 180 tons; equivalent to 3 Leopard 1 tanks, 13 M113 armored personnel carriers 23 quarter-tonne trucks, or four LARC-V amphibious cargo vehicles. As a troop transport, a Balikpapan class vessel can transport up to 400 soldiers between a larger amphibious ship and the shore, or embark 60 soldiers in six-berth caravans for longer voyages. The vessel's payload affects the range: at 175 tons of cargo, each vessel has a range of 1,300 nautical miles (2,400 km; 1,500 mi), which increases to 2,280 nautical miles (4,220 km; 2,620 mi) with a 150-ton payload, and 3,000 nautical miles (5,600 km; 3,500 mi) when unladen. The flat, box-like keel causes the ships to roll considerably in other-than-calm conditions, limiting their ability to make long voyages.
Tarakan was laid down by Walkers Limited at Maryborough, Queensland in December 1971, launched on 16 March 1972 and commissioned into the RAN on 15 June 1973.
Read more about this topic: HMAS Tarakan (L 129)
Famous quotes containing the words design and/or construction:
“Westerners inherit
A design for living
Deeper into matter—
Not without due patter
Of a great misgiving.”
—Robert Frost (1874–1963)
“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)