Course Description
A study of the techniques used in the nuclear power industry to quantitatively assess risk, reliability, and safety in complex systems. Students will learn about the classifications of accidents in nuclear power facilities, radiological consequences of accidents, and PRA-informed regulation of nuclear power.
At the end of this course, students should be able to:
- Describe design-basis accidents, power excursions, power/coolant mismatch, loss of coolant, and station blackout accidents and their causes and consequences.
- Prepare fault and event trees for basic scenarios and calculate system failure probabilities (i.e. core damage frequency)
- Interpret the results of fault and event tree analysis in terms of risk mitigation.
- Describe the role of best-estimate analysis, the importance of uncertainty analysis, and key methods for uncertainty modeling.
- Describe how PRA influences regulation and policy.
What will students get out of this class?
- Improved critical thinking abilities
- Ability to translate real-world problems into engineering models
- Improved understanding of the accident scenarios and challenges facing nuclear reactor facilities
- Ability to use and interpret PRA in situations important to nuclear power and other industries
Textbook
Modarres, M. 2006. Risk Analysis in Engineering: Techniques, Tools, and Trends. Taylor & Francis, Boca Raton, FL.
This textbook is a required text for the course, there will be recommended reading from the book.
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 divided into categories, as detailed in Table 2. This grading system is designed to reward both individual effort and group effort, as well as consistency throughout the semester (i.e. one bad exam or one good exam won’t be enough to significantly change your final grade).
| Grade | Rating | Score |
|---|---|---|
| A | Excellent | 90-100 |
| B | Good | 80-90 |
| C | Acceptable | 70-80 |
| D | Needs Improvement | 60-70 |
| F | Unacceptable | 0-60 |
| Category | Weight |
|---|---|
| Individual Work | 70% |
| Homework | 70% |
| Final Project | 30% |
| Team Work | 30% |
| Challenge Problems | 100% |
Course Assessments
Minute Papers
- Minute papers will be completed after each module
- Each minute paper will be evaluated on completion (not scored)
- In each minute paper, you should submit your answers to two questions in less than one minute
- What was the most important thing you learned from this module?
- What do you still find the most confusing about the material covered in this module?
- Your responses will be collected and used to develop supplementary videos/lectures if necessary
Challenge Problems
- Challenge problems will be solved in your teams during class
- Challenge problems are your chance to practice the approaches discussed in the videos and lecture material, ask questions, and seek answers from both your teammates and the instructor
- At the end of class, you will exchange problems with another team and evaluate that team’s work while they evaluate yours
- After the problems are turned in, each student will be assigned one team’s assignment for peer review
- In your peer review, evaluate and score the assigned team’s solution to one of the problems (selected randomly, you will be informed by the instructor) in comparison to the provided answer key, and provide feedback on the reasons for your evaluation
- Scores will be determined based on sections 2-6 of the rubric in Table 3, and will be scored out of 25 points
- I will also provide feedback on the solutions to your challenge problems
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 3, 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, or the homework is prepared electronically. | 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. | 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. | Header is missing. Problems are not clearly separated from one another. Paper torn from a notebook is used. | /5 |
| 2. Translate the Problem Statement | All given information listed; goal of problem defined; complete sketch of problem | Information from the problem statement is listed; goal of problem defined; sketch is acceptable but not complete | Some information from the problem statement is missing; goal of problem is not clearly stated; no problem sketch | No information from the problem statement is clearly listed | /5 |
| 3. Identify Supplementary Information | Clearly identified fundamental balance equations and rate equations; assumptions clearly stated and applied; Property data clearly identified, evaluated at proper temperature | Fundamental balance equations are correct; assumptions are clearly stated; Property data is correct | Fundamental balance equations are incorrect or not clearly identified; Assumptions are not clearly stated; Property data is clearly identified, but incorrect | No balance equations are identified; no assumptions are identified; Property data is not provided | /5 |
| 4. Sequential Method | Clearly organized method that demonstrates sequential thinking and that can stand alone. Includes step-by-step analysis | Clear method that demonstrates sequential thinking, including step-by-step analysis | Method is not clear, but includes step-by-step analysis | No clear method or analysis | /5 |
| 5. Correct Calculations | Includes correct computation, including checking units and, if necessary, verifying the applicability of assumptions or equations | Includes correct computation and verifying the applicability of equations | Computation is not correct or assumptions and equations are not verified | Computation is not correct and assumptions or equations are not verified | /5 |
| 6. Evaluation and Significance | Clear evaluation of the validity of the applied assumptions; short comment on the importance of any results; comments relate solution to topics/areas outside of this class | Clear evaluation of validity of assumptions, but no comment on results or relation to topics outside of class | Poor evaluation of validity of assumptions; but no comment on results or relation to topics outside of class | No evaluation or comment on validity of assumptions, or comment on significance of solution | /5 |
| /30 |
Peer Evaluations
- Peer evaluations will be performed to evaluate each individual’s contribution to their team’s success
- The peer evaluation criteria will be determined by the students on each team
- Peer evaluations will be performed following Module 3 and Module 5.
- Each student assigns a total of 100 points, divided among the other members of the team. Do not assign yourself any points
- Peer evaluations will serve as a multiplier for your team grade (if you receive over 100, your team grade will increase; if you receive below 100, your team grade will decrease)
- The peer evaluation form is available on Canvas
Class Project
- The goal of the project is to determine the optimum method for cooking a Thanksgiving turkey.
- The minimum selection of cooking options are the oven, and outdoor grill, and deep frying
- Your decision should assign value to, at minimum, flavor, cost per serving, and risk
- You can include additional cooking method or decision factors if you choose
- Each student will submit a report detailing their method, no more than 4 pages in length, on the last class day of the semester.
- The rubric and formatting/content expectations can be found on Canvas
- Each student will prepare a poster and present their poster during the last class day of the semester.
- The rubric and poster template can be found on Canvas
- Some examples of previous reports and presentations can be found on Canvas
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
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.
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
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.
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/.
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 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.
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).