NUC ENG 6257: Advanced Nuclear Thermal Hydraulics

Course Description

An advanced course for students interested in the application of fluid flow and heat transfer to energy production. The course begins with a brief review of fundamental concepts covered in NUC ENG 5257. This will be followed by a detailed discussion of two-fluid models for multiphase flows, their applications, and the key modeling and research challenges involved. The course will then move into an applied discussion of the applications of multiphase flow models to the dynamics of multiphase flows, focusing on phenomena of interest in nuclear reactor applications. Scaling of multiphase flow systems and the design of scaled experiments will be discussed with case studies, and students will be introduced to the numerical techniques used to solve most of the complex problems faced in analysis of nuclear thermal-hydraulics. Finally, students will be introduced to problems of interest in nuclear reactor safety calculations such as fuel melting and direct containment heating.

At the end of this course, students should be able to:

Describe and discuss the major multiphase flow models
- Identify the benefits and drawbacks of various models
- Describe the physical significance of the various equations and terms, and their effect of flow behavior
- Decide which model is most appropriate for a given thermal-hydraulic problem
Identify and discuss the key dynamic phenomena of interest in nuclear reactor systems
- Identify, compare, and evaluate common modeling approaches
- Discuss the significance of key phenomena in nuclear reactor systems
Scale multiphase flow systems
- Identify key scaling parameters
- Develop important scaling ratios
- Use scaling parameters to design experiments and characterize distortions
Compare and contrast solution methods for multiphase flow models
- Evaluate various analysis and numerical solution techniques
- Select the most appropriate solution technique
- Write a computer code to solve the appropriate model

What will students get out of this class?

Improved critical thinking abilities
Ability to translate real-world problems into engineering models
Deeper understanding of the role of the scientific method in engineering research
Ability to design scaled experiments for multiphase flows
Ability to develop engineering models in a rigorous and scientific fashion
Deeper understanding of key challenges and research topics in nuclear thermal hydraulics
Improved technical communication ability
Excitement about nuclear thermal hydraulics

Grading

Final grades will be assigned as detailed in Table 1. An ‘A’ grade reflects success on work that should challenge the top third of the class. A ‘B’ grade reflects success on work that should challenge the middle third of the class. A ‘C’ grade reflects success on work that should challenge the bottom third of the class. The instructor reserves the right to curve the grade distribution to reflect class performance and variations in the difficulty of exams and assignments.

Final grades will be an average of the homework assignments due throughout the semester.

Grade	Rating	Score
A	Excellent	90-100
B	Good	80-90
C	Acceptable	70-80
D	Needs Improvement	60-70
F	Unacceptable	0-60

Course Assessments

Homework

Will be turned in electronically via Canvas
Homework will be an individual grade, however you are encouraged to collaborate with other students in the class while you work on your assignment
The entire assignment will be graded according to the rubric in Table 2, based on your average performance in each category on the problems in that assignment, and will be scored out of 30 points
The instructor or the Teaching Assistant will also provide feedback on areas where you can correct mistakes and improve your problem solving
Late homework will not be accepted, except in case of extenuating circumstances
Be mindful of significant digits
Always double-check your units and conversions. You can often work out how to solve a problem just by looking at the units, and mistakes in your work can often be found by checking the units of your solution against the expected units
Make sure to read the problem carefully, and answer the question correctly

Category	Excellent 5	Acceptable 4	Needs Improvement 3	Unacceptable 0-2	Score
1. Formatting	Name, class number,assignment, and page number are included on the header of each page. Problems are clearly separated from one another. Engineering paper or plain white paper is used, and multiple pages are stapled.	Name, assignment, and page number are included on the header of each page. Problems are clearly separated from one another. Ruled/loose-leaf paper has been used, and multiple pages are stapled.	Name, and assignment are included on the header of each page. Problems are not clearly separated from one another. Notebook paper torn from a notebook is used, and multiple pages are stapled.	Header is missing. Problems are not clearly separated from one another. Paper torn from a notebook is used, and pages are not stapled.	/5
2. Demonstrate your understanding of the question	It is clear you understand what is being asked and that you are answering the correct question; question is paraphrased at the beginning of your answer and goals are clearly defined	You understand and are answering the correct question, and your goals are clearly defined.	You understand the question and indicate goals.	The problem and/or goals are obviously not well understood	/5
3. Clearly state assumptions and axioms on which your answer is based	The mathematical axioms on which your answer is based are clear, as are the assumptions that must be applied to those axioms to reach your conclusion	The mathematical axioms on which your answer is based are present, as are the assumptions that must be applied to those axioms to reach your conclusion	Your mathematical axioms and/or assumptions are not clear	Your mathematical axioms and/or assumptions are not present	/5
4. Method	Clearly organized, logically sequenced method that demonstrates sequential thinking and that can stand alone. Includes step-by-step analysis and correct computation, if applicable.	Clear method that demonstrates sequential thinking, including step-by-step analysis. Includes correct computation, if applicable.	Method is not clear, but includes step-by-step analysis. May include minor computation errors, if applicable.	No clear method or analysis. Computation is not correct, if applicable.	/10
5. Evaluate your solution and its significance	Clear evaluation of the validity and importance your answer; comments relating the problem to relevant real-world topics	Clear evaluation of validity or importance, but no comment on relation to relevant real-world topics	Poor evaluation of validity and importance; no comment on relation to real-world topics	No evaluation or comment	/5
					/30

Communication Plan

This course will rely on effective communication between you and I. To that end, some guidelines for what you can expect from me include:

Preferred communication
I prefer that you use the Canvas discussion forums for each module for questions relating to the course content, schedule, etc. This ensures that any clarifications are immediately available to everyone in the class.

For sensitive information, it is better to communicate with me via email.

I am also more than willing to discuss these topics with you in person, however in most cases I will also ask you to email me the information or post it to the Canvas discussion forum. This just ensures that I have any necessary information in writing, which is an important memory aid for me.

Email guidelines
During business hours (8am – 5pm) I will respond to most emails from you within two hours. There may be exceptions if I am in a long meeting or other activity, so please allow until close of business before reaching out a second time. For emails sent on evenings and weekends, I will generally respond later in the evening or early the following day. Please allow until noon of the following day before reaching out a second time.

Please note that this means you will need to plan ahead. If the deadline for an assignment is 5pm today, reaching out to me at 4:30pm does not guarantee that I will be able to respond before the deadline.

Discussion forums
For questions related to course content (questions about assignments, timing, etc.) I prefer you to use the discussion forums on Canvas rather than email. I will check discussion forums periodically, at a minimum once per day.

Please keep in mind that discussion forums are there to encourage you to work with your peers as well as with me. If you know the answer to another student’s question, please feel free to reply. If there is a mistake, I will make sure to address it in my own reply.

Office Hours
My scheduled office hours are listed in Canvas. During office hours, you are welcome to visit my office for conversations about the course content. I would also be glad to speak with you about any other topics of concern and often discuss job searches, resume building, other courses, academic advising, etc. I also don’t mind talking about my hobbies, so if you want to stop by to discuss woodworking, camping, canoes, Dungeons and Dragons, Magic the Gathering, or just about anything related to science fiction I would welcome the chance.

If you are unable to make it to my regular office hours, I can certainly make time to see you. Just send me an email letting me know you need to talk to me and we will work out a time. If, for some reason, you are unable to come to my office in person then I can also set up office hours via Zoom.

Feedback
In general, you can expect feedback and grades on assignments within 72 hours of the due date. Feedback will include your scores (based on the rubric provided), but will also include written comments indicating why the rubric was scored as it was, and notes on where mistakes were made and how your work could be improved.

Announcements
Canvas announcements will be used in this course for time-sensitive information. This may include clarifications to homework due soon, updates to due dates, information regarding online activities in the event of dangerous weather or instructor illness.

Recordings

It is vitally important that our classroom environment promote the respectful exchange of ideas. This entails being sensitive to the views and beliefs expressed during discussions, whether in class or online. Please obtain instructor permission before recording any class activity. It is a violation of University of Missouri policy to distribute such recordings without authorization and the permission of all who are recorded. More information is provided online.

Netiquette Guidelines

Maintain a positive tone
When communicating online, we often forget that we are communicating with other human beings because we only see a computer screen. You do not see facial expressions, body language, or hear the tone of voice when you read messages. It’s easy to misinterpret your correspondent’s meaning, so always stop and think about your response before hitting submit. Always ask yourself, “Would I say that to a person’s face?”

Use appropriate grammar and structure
In other words, avoid using “R U” instead of “are you.” There are some students in class that may not understand this type of communication and it does not enhance anyone’s writing or vocabulary skills. Emoticons are fine as long as they are appropriate. A smile 🙂 is welcome, anything offensive is not.

Never use all CAPS
In online communication, caps are known as shouting, so refrain from using them.

Avoid personal attacks
Do not initiate or respond to personal attacks when responding online. If you believe that you are being attacked, please email your instructor immediately

Avoid Offensive language
Cursing, racial slurs, and other types of language that would not be appropriate in a face-to-face class are also inappropriate online.

Be respectful
Always be polite and respectful in your discussions. Discussions are constructed so that they will allow you to think critically and offer theory plus opinion. There will be differences in opinions. There will be many viewpoints. Remember: Students in this class may come from different parts of the country or even other countries. Cultural differences allow us to appreciate different perspectives.

Technology in the Classroom

Appropriate use of technology in the classroom is encouraged, however it should not become a distraction. Please put tablets and smartphones on silent. Appropriate uses of technology include:

Accessing documents on Canvas
Looking up fluid properties online
Using Excel or Matlab to perform calculations for a problem
Looking up additional information online that will help you solve a problem or answer a question

Inappropriate uses of technology include, but are not limited to:

Responding to text messages
Checking facebook, instagram, or snapchat

Generative AI may be used in this course I expect you to use generative AI (e.g. ChatGPT) in your coursework. This is an emerging skill, and practice is important. If you do, you are responsible for checking for inaccuracies or other problems. Furthermore, you must be aware of the limitations of these software systems.

AI can help augment human decision-making and critical thinking but cannot replace it. If you provide minimum-effort prompts, you will get low quality results. You will need to refine your prompts to get better outcomes. This will take time and practice.
Use your judgment to determine if/when to use these tools. They don’t always make work easier or better.
Generative AI is vulnerable to discrimination and can inadvertently perpetuate biases or lack of diversity in the training data. These can be unconscious and unintended but can have serious consequences.
Don’t trust anything the AI says. Assume it is wrong, unless you already know the answer and can verify with trusted sources. It works best with topics you deeply understand.
Unlike most tools, you do need to acknowledge using generative AI. This is new territory, but basic attribution rules still apply. At the end of your assignments, explain why and how you used any products produced by AI software. I recommend that you keep screen shots of any prompts or outputs.

COVID Updates

In-person courses are scheduled without distancing between students. Staying home when you are sick and testing when you have symptoms of COVID-19 or any other illness help reduce the spread of disease. Students who are ill should contact Student Health Services (mstshs@mst.edu, 573-341-4284). If a student is isolating due to symptoms of an illness, they will receive an absence note from Student Health and should forward that note to their instructor. If the instructor is ill, class will generally be continued in a hybrid format, with some lecture material online and the Teaching Assistant coordinating in-class activities on their scheduled dates. Exceptions to this policy will be announced via Canvas if necessary.

Academic Integrity

All students are expected to follow the Honor Code. Student Academic Regulations describes the student standard of conduct relative to the University of Missouri System’s Collected Rules and Regulations section 200.010, and offers descriptions of academic dishonesty including cheating, plagiarism, sabotage, and unauthorized use of artificially generated content, any of which will be reported to the Vice Provost for Undergraduate Education. Other resources for students regarding academic integrity can be found online.

Learning Support

University Libraries

The Curtis Laws Wilson Library is the place to gather on campus, offering group meeting spaces, quiet study carrels and reservable conference rooms. The library provides students and faculty with physical and electronic books, journals, articles and databases as well as recreational reading, games and DVDs. We also have technology to check out, from laptops to charges to calculators and everything in-between. Librarians create library and course guides to help navigate searching for resources. Talk to us one-on-one via chat, email, phone or in person for any assistance regarding library services or finding peer-reviewed, credible research materials for study and research needs.

Learning Assistance through LEAD

The Learning Enhancement Across Disciplines (LEAD) program runs Learning Centers and Tutoring which provide an efficient means to improve your understanding and increase your mastery of the material you are studying. Discipline-based faculty and undergrad peer instructors operate open-environment learning centers in nearly every foundational course as well as many upper-level courses. See the schedule for LEAD learning assistance at https://lead.mst.edu/schedule/.

Writing and Communication Center

The Writing and Communication Center’s mission is to assist all students in their efforts to become better writers, communicators, and critical thinkers. The Center’s peer consultants and coaches provide free individualized one-on-one and small-group conversations to offer meaningful feedback and guidance to students across all disciplines. More information can be found on our website, through email: writing@mst.edu or stop by Curtis Laws Wilson Library 314–315.

Student Success Center

The Student Success Center (SSC) supports student development through peer Academic Mentoring focusing primarily on STEM courses, peer-to-peer soft skill coaching which can also act as an accountability buddy, and campus programming – all while providing free coffee and hot beverages! All undergraduate students are encouraged to utilize the SSC’s free services to get timely support and to enhance their S&T Miner Experience. Contact us at success@mst.edu OR 573-341-7590. To see the course offerings and times for SSC Academic Mentoring, visit https://studentsuccess.mst.edu/academicmentoring/.

Knack Tutoring

Enrolled S&T undergraduate students can receive complimentary FREE tutoringassistance from peers who have successfully completed the course, available round the clock. You have the option to connect via the Knack platform online or in person on campus. If you’ve excelled in a course, consider becoming a Knack Tutor to support your fellow Miners!

Student Veterans Resource Center

The Student Veterans Resource Center (SVRC) is the nexus of resources and support for student veterans at S&T. The SVRC provides student veterans with a “safe space” and a familiar atmosphere. The center’s Veteran Consuls provide one-on-one consultations to guide students to various resources on campus, while its advisor provides students with VA health and benefits resources. Visit the SVRC at Harris Hall, Suite G10, and contact us at svrc@mst.edu.

Accessibility

It is the university’s goal that learning experiences be as accessible as possible. Student Accessibility and Testing provides services and accommodations that facilitate full participation in Missouri S&T’s learning experience for students with disabilities. If you anticipate or experience physical, academic, and/or digital barriers due to a disability, please contact Student Accessibility and Testing at (573) 341-6655, email dss@mst.edu, or visit https://saat.mst.edu/ for information.

NERS understands and respects the diverse religious beliefs of our students. If you anticipate needing accommodations for religious observances, please notify your instructor at the beginning of the semester. We will work together to ensure you can observe your holidays without adversely affecting your academic progress. This may include rescheduling exams, extending deadlines, or arranging alternative assignments. It is your responsibility to inform the instructor in advance of the specific dates and to discuss the necessary accommodations. Our goal is to create an inclusive environment that honors and respects all students’ religious practices while maintaining academic integrity.

Student Well-Being

Your well-being is important, and it contributes to your success in this course. At S&T, we provide resources to support your mental, physical, and social well-being. Any of us can experience challenges that make learning difficult. If you are struggling, take advantage of the following resources offered by the university:

Student Well-Being

Student Well-Being provides counseling services, health promotion initiatives, and prevention programs to empower the S&T community to thrive and enhance personal, academic, and professional success. Department office hours are Monday-Friday, 8 a.m. – 5:00 p.m. On the website, you can find information related to confidential individual and group counseling, wellness consultations and trainings, resources for many health and wellness topics, and help for mental health crisis situations.

For the National Suicide Prevention Lifeline, call or text 988, or visit missouri988.org.

Student Support and Community Standards is your “Google Maps” for support. During your time at S&T, you or a friend may need help navigating their student experience, facing a barrier, or experiencing a challenge. You are not alone! Student Support has a dedicated team and numerous resources such as UCARE and the student emergency fund to help you navigate the S&T experience and support your success. This includes support to address barriers related to academic, personal, emotional, medical, financial, or any other needs. All students can learn and grow from challenges or setbacks, they are stepping stones to success and we are here to help.

Health and Well-Being Canvas Course

The Health and Well-Being Canvas Course features trainings, presentations, and other health and well-being resources for students. The course is free for all students, is non-credit, and students can enroll at any point in the semester.

Student Emergency Fund (SEF)

The SEF is administered by the Division of Student Success to help ensure Missouri S&T students have access to the support and resources they need to successfully recover from an unforeseeable financial emergency. The goal of this fund is to prevent one small emergency or unexpected expense from derailing a student’s progress toward degree completion.

Title IX

Missouri S&T is committed to the safety and well-being of our campus community, and to creating an environment free from discrimination and harassment.

The University does not discriminate on the basis of race, color, national origin, ancestry, religion, sex, pregnancy, sexual orientation, gender identity, gender expression, age, disability, protected veteran status, and any other status protected by applicable state or federal law. As used in this policy, the word “sex” is also inclusive of the term “gender.”

Additionally, US Federal Law Title IX states that no member of the university community shall, on the basis of sex, be excluded from participation in, or be denied benefits of, or be subjected to discrimination under any education program or activity. Sexual harassment violations of this law include quid pro quo, hostile environment, sexual assault, dating/domestic violence, and stalking. The U.S. Department of Education has stated the prohibition on discrimination on the basis of sex includes sexual orientation and gender identity.

Students who are experiencing pregnancy or pregnancy-related conditions, including the birthing parent and non-birthing parent, have rights protected under Title IX. Students should contact the Office of Equity and Title IX to learn more about their rights and pregnancy-related assistance/accommodations provided by the University to ensure equitable access to University educational programs and activities.

In accordance with the University of Missouri’s Collected Rules and Regulations, all faculty and staff are required to report any information concerning discrimination disclosed through communication including, but not limited to, direct conversation, email, social media, classroom papers and homework exercises to the Equity Officer/Title IX Coordinator.

For more information regarding support for those that have been impacted or to report an incident of discrimination or harassment as defined by Chapter 600 of the University’s Collected Rules and Regulations, visit the Office of Equity and Title IX or visit their website at equity.mst.edu.

Office of Equity and Title IX
Equity Officer and Title IX Coordinator: Dr. Paul Hirtz
Phone: (573) 341-7734
Location: 900 Innovation Drive, Suite 500
E-mail: equity@mst.edu

Classroom Egress Maps

In case of emergency, classroom egress maps are posted at http://designconstruction.mst.edu/floorplan/.

Concerns and Complaints

If there are concerns of complaints please talk to me and I will try to respond your worries and concerns. If you feel you cannot talk with me, please feel free to talk to the Department Chair, Dr. Joseph Newkirk (jnewkirk@mst.edu).