Transcript Simulators in an e-learning platform

Simulators in an e-learning platform
D. Beraha
IAEA
International Atomic Energy Agency
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
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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
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• 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)
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 Interactive Simulators best suited for classroom tuition, with
support in handling of the simulator
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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
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• Evaluation and discussion of results
• Questions to the understanding, and explanations
• Forums
• Detailed solutions in form of walkthroughs
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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
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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.
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• 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
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• 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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