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Simulators in an e-learning platform

Simulators in an e-learning platform. D. Beraha. Use case 1. Video integration Recorded simulations Annotations to explain and comment the recorded transients Free and commercial software available for recording and annotating (best known: Camtasia )

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Simulators in an e-learning platform

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  1. Simulators in an e-learning platform D. Beraha

  2. Use case 1 • Video integration • Recorded simulations • Annotations to explain and comment the recorded transients • Free and commercial software available for recording and annotating (best known: Camtasia) • No need for students to learn the interactive handling of simulators

  3. Use case 2 • Interactive simulators • PC-based IAEA simulators • Run independently in parallel to the e-learning session • Benefits • Backtracking • Variations with respect to • Initial conditions • Parameters • Actions

  4. Manuals very instructive on modeling, plant operation and malfunctions • Drawback • Handling of the simulator may require additional skills • Plant knowledge required • “Free” interaction with the simulator (transients which are not predefined as part of the training materials) only for quite advanced courses (e.g. diagnostic purposes)

  5.  Interactive Simulators best suited for classroom tuition, with support in handling of the simulator

  6. Course Preparation • Several learning phases: • Basic understanding of physical phenomena (specific e-learning courses) • Description of the plant • Guidance in the use of the simulator • Simplest case: pre-selection of actions or malfunctions • Retrieving information from panels, diagrams … • Description of the tasks

  7. Evaluation and discussion of results • Questions to the understanding, and explanations • Forums • Detailed solutions in form of walkthroughs

  8. Contents • Contents for simulator-supported learning • Videos suited for illustration of basics in nuclear physics, reactor operation etc. • Interactive Simulation • Normal operation • Learning from events • Disturbances • Design basis accidents • Severe accidents (depends on the simulator) • Events which occurred in nuclear facilities

  9. Example: AP600: One bank of dark rods drops • From the Simulator Manual: • Go to “control rods & SD rods” screen, observe that one bank of “dark” Rods has been dropped into the core. • Record the overall reactivity change and reactor power, immediately after the malfunction is initiated. • Note the reactor flux tilt as a consequence of this malfunction.

  10. Go to “reactor power control” screen, record the coolant temperature error, and the flux tilt error. Confirm the “gray” rods and the “dark” rods are withdrawing. • Go to “reactor coolant system” screen and observe the coolant pressure transient. • Go to “turbine generator” screen; observe the main steam pressure transient. Note the turbine runback is in progress

  11. Go back to “control rods & SD rods” screen; record the overall reactivity change again. • Record the reactor power. • Example Questions • What is the cause of the large flux-tilt • Describe and explain the long-term evolution of this transient

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