NE 471:  Nuclear Reactor Theory II (New)

Nuclear Engineering Curriculum Review and Mapping (10/1998)
ABET 2000
NE-471: Nuclear Reactor Theory II
Instructor: L. F. Miller

Course Objectives for NE 471 - Nuclear Reactor Theory II (New)

To prepare students for entry level positions in reactor design and analysis, general neutronics calculations, reactor operations and reactor safety analysis.  This course also enhances students abilities for general problem solving, integration of concepts and reactor physics.

Learning Outcomes for NE 471 - Nuclear Reactor Theory II (New)

  1. an ability to run modern computer programs to generate cross sections and to perform calculations for power distributions in LWRs,
  2. an ability to calculate and interpret power distributions in pressurized water reactors (PWRs) and in boiling water reactors (BWRs) and to develop specifications fro specific performance criteria,
  3. an ability to explain reactor stability, dynamics, power distributions, and fuel cycle issues in terms of fundamental reactor physics,
  4. an ability to explain the physics of long- and short-term reactivity control mechanisms for PWRs and for BWRs.


Table 1.  Mapping of Nuclear Reactor Theory II (NE-471) learning outcomes (LOC) to expected ABET 2000 program outcomes

LEARNING OUTCOMES

ABET
Outcomes		 LOC-1
Spectra		 LOC-2
Design and Power 
Distributions		 LOC-3
Stability and
Kinetics		 LOC-4
Reactivity
1. Basic knowledge
X
 X
X
 X
2. Design Experiment        
3. Design Process  
X
    
4. Multi-disc. Teams  
X
 
  
5. Formulate and solve
X
X
X
X
6. Profession/ Ethics
 
 
 
 
7. Communication Skills
X
X
    
8. Global/Societal
 
 
 
 
9. Life-long Learning
 
 
 
 
10. Contemporary Issues 
 
 
 
  
11. Modern Engineering Tools
X
 
    

Explanation of the Mapping Presented in Table 1 (NE 471/New)

ABET Outcome 1: All of the expected learning outcomes of NE 471 contribute to the ability to apply knowledge of mathematics, science and engineering .   All lectures, class exercises, and discussions are intended to contribute to this ability.

ABET Outcome 2: No experiments are included of the course syllabus.

ABET Outcome 3: The ability to design a system, component, or process to meet desired needs, is facilitated through a design problem that requires at least two students to work together and obtain specifications for a reactor system which meet specified performance criteria.

ABET Outcome 4: The ability to work in multi-disciplinary teams is addressed in the design exercise since expertise in heat transfer, fluid flow, and neutronics is required to obtain specifications as required by the design problem.

ABET Outcome 5: Students increase their ability to identify, formulate, and solve engineering problems through working homework assignments, running computer programs, and solving a design problem.

ABET Outcome 6: An understanding of professional and  ethical responsibilities is not specifically addressed.

ABET Outcome 7: Students improve their ability to communicate effectively through documenting their design study and through reporting results from computer programs.

ABET Outcome 8: Issues relative to the impact of engineering solutions in a global/societal context are not addressed.

ABET Outcome 9: No formal effort is made to enable students to recognize the need for and ability to engage in life-long learning.

ABET Outcome 10: Contemporary issues are often addressed as a part of impromptu discussions, but the syllabus does not contain specific reference to contemporary issues.

ABET Outcome 11: The ability to use the techniques, skills and modern engineering tools necessary for engineering practice is developed through an improved understanding of reactor physics in conjunction with experience in running computer codes used by the nuclear industry.


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