Mahmoud Ghavi, Ph.D. Professor and Director of The SPSU Center for Nuclear Studies

1. The Impact of a PC Based Plant Simulation System on a Newly Established Nuclear Engineering Program Technical Meeting on Effective Utilization of Nuclear Power Plant Simulators as Introductory Educational Tools International Atomic Energy Agency 19-22, May 2014 Mahmoud Ghavi, Ph.D. Professor and Director of The SPSU Center for Nuclear Studies

2. Development of theNuclear Engineering Program at SPSU in 2010 • In response to: • A shortage of nuclear workforce • A large concentration of nuclear plants in the Southeast of US • The construction of four new plants in close proximity to SPSU in 2013 • The USNRC workforce availability concerns in view of new plant applications

3. Four New Reactors In the Southeast U.S. • Approval of four new PWR (AP-1000) reactors within a short distance of SPSU • First new construction licenses in over 30 years • First standardized design construction in the US • NRC applications for building 16 additional nuclear plants across the country • There is a need for thousands of skilled nuclear personnel

4. Mission of the SPSU Center for Nuclear Studies • Prepare students for careers in the nuclear industry by offering a program of high educational standards and applied training • A disciplined program rooted in a culture of safety and security • Program in-tune with the nuclear industry requirements • Offer separate track academic programs, and continuing education workshops • Conduct basic nuclear research

5. Nuclear Engineering Programs at SPSU SPSU Nuclear Programs Academic Undergraduate and soon Master’s Continuing Education Certificate program Tailored for traditional students pursuing a university degree Designed for retraining of skilled individuals

6. SPSU’s Academic Nuclear Program • Undergraduate: • Nuclear engineering minor program open to all engineering students • Accepts students in their third year of studies • Builds on the completed engineering foundation • Nuclear industry hires more non-nuclear graduates than nuclear and a hybrid degree offers value to employers and options to graduates • Students with other majors benefit from the higher level of discipline in nuclear training • Generally can complete requirements along with a student’s major in four years • Graduate: • Master’s degree in nuclear engineering to be offered in 2015

7. SPSU’s Approach to Engineering Education • Applied learning based on teaching, showing, and doing: • Classroom teaching • Participation in lab sessions and use of simulation programs to show and do • Encouragement for students to participate in work-study or internship programs • Partnership with industries to support the practicum program

8. An Applied Engineering Education Leads to Deep Learning • Deep learning: • Critical analysis of new notions • Linking to known concepts • Deep understanding and retention • Ability to apply in unaccustomed contexts • Supports understanding for life • Surface learning: • Acceptance of information as facts • Memorization as stand alone concepts • Superficial retention to pass tests without long-term retention of information Teach so that students adopt a deep approach to learning

9. Simulation: A Deep Learning Device • Simulation based teaching in engineering: • Applied teaching approach • Results in understanding vs memorization • Opportunity to reflect and gain deeper knowledge • Active vs passive learning Teach me, I forget. Show me, I remember. Involve me, I understand. (Chinese Proverb)

10. Simulation: An Effective Tool in Engineering Education “Seldom have so many independent studies been in such agreement: Simulation is a key element for achieving progress in engineering and science.” Report of National Science Foundation on Simulation-Based Engineering Science

11. Simulation Based Nuclear Engineeringat SPSU • The Engineering School has adopted an application based teaching across all disciplines • As part of this applied approach, the Nuclear Engineering Program chose PC based PCTRAN simulation for nuclear teaching • PCTRAN is used as an integral part of the curriculum in foundational subjects such as; Fundamentals of Nuclear Engineering and Nuclear Power Generation courses.

13. Objectives of Simulation Based Teaching in Nuclear Engineering: • Re-enforcement of theory and fundamentals • Familiarization with plant components and systems • Familiarity with plant operations • Demonstration of normal startup, operation, and shutdown • Response to plant transients, abnormal conditions, and emergencies; • Concepts in safe and reliable plant operations • Basic knowledge of potential plant malfunctions • Ability to diagnose problems • Teamwork and effective communication

14. Approach to Simulation Based Teaching • The following subjects are covered prior to the use of the simulator: • Nuclear energy conversion • Nuclear power plant design and operations • Nuclear plant components • Reactor control systems and feedback • Reactor theory • Reactor thermal hydraulics • Neutron diffusion

15. Use of Reactor Simulation System • Use of PC Simulation in four steps: • Introduction: program demonstration while reinforcing the theoretical concepts • Performance: team based approach to actual hands on simulation in lab, performing normal and accident based scenarios • Evaluation: feedback and discussion regarding outcome and performance at team and individual levels • Reports: students detailed reports

16. Scripted Hands-on Reactor Simulation • Simulation sessions are conducted using detailed scripted scenarios covering: • Ramp up, operation, and ramp down • Normal transient conditions • Accident based transients

17. Anticipated Transient Without Trip

18. Anticipated Transient Without Trip [continued]

19. Rod Position (%) and Thermal Power (%) vs Time

20. Turbine Trip

21. Thermal Power & Generator Load vs Time PCTran 1/9/2013 10:12:11PM

22. Steam Generator B Tube Rupture

23. SG B Tube Leak, Pressurizer Level Percent, and Thermal Power Percent vs Time

24. Loss of Power Natural Circulation

25. Coolant Loop A and B Flow vs Time

26. Unscripted, Unexpected Conditions • Introduction of unscripted abnormal and accident conditions by lab instructor • Observation and evaluation of students response in terms of: • Ability to diagnose transients • Ability to mitigate abnormal events • Ability to communicate effectively with team members

27. Steam Line Break Inside Containment and Loss of Feedwater 1 of 2

28. Steam Line Break Inside Containment and Loss of Feedwater 2 of 2

29. Steam Generator A Steam and Pressure vs Time

30. Cladding Failure (1%)

31. Cladding Failure (1%), Concentration I-131, and Kr-87 vs Time

32. Post Simulation Evaluation and analysis • Post lab session discussions: • What worked and what didn’t work • Students evaluation of their own team performance and instructor’s critique • Comparison with known reactor accidents • Individualized detailed reports by students covering plant performance, response to operational and theoretical questions, and evaluation of collected data

33. Simulation Based Program on Steroids • Most effective when combined with a plant visit • Fortunate to have had access to the TVA’s Bellefonte Plant • Bellefonte unit one was nearly 90% complete when construction was suspended in 1988 • Students had the opportunity to closely inspect a nearly completed plant with almost all components intact • Students saw the actual components as installed and their interrelation in the plant system • Having gone through the theoretical and simulation based training, students felt as if they were visiting a familiar place and were able to fully understand the plant layout • Plant personnel were impressed by the level of interest and knowledge shown by students

34. Evaluation of Simulation Based Program at SPSU: • Enhanced understanding of theoretical concepts and longer term retention • Ability to relate theory with operational factors • Appreciation for safety and security • Better understanding of the intricate relationship between reactor physics concepts and thermal hydraulic principles • Appreciation for system based approach to problem solving • Appreciation for clear and effective communication • Greater comprehension and appreciation for related concepts (health physics, fuel cycle, etc.) • Ultimately, better prepared to hit the ground running upon graduation and employment in the industry.

35. Conclusions • Applied and simulation based approach to teaching nuclear engineering works: • Evaluations show considerable improvements in comprehension and retention of course materials • The program has been a major factor in attracting students to the nuclear program • Employers have been impressed with the students’ knowledge as employees, interns and co-op students • The program’s discipline has had a positive impact on other engineering programs • The program has resulted in a higher rate of recruitments • Based on the program’s success the USNRC has continued the tuition reimbursement scholarships for participating students.