ML20105B916
| ML20105B916 | |
| Person / Time | |
|---|---|
| Site: | Crane  |
| Issue date: | 03/26/1982 |
| From: | NUS CORP. |
| To: | |
| References | |
| TASK-*, TASK-01, TASK-1, TASK-GB B&W-0571, B&W-571, B34.1.1T, PROC-820326, NUDOCS 8307060616 | |
| Download: ML20105B916 (243) | |
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i Copyritt 1977 by NU50erporation All rights reserved. Thinook or any part thereof must not bu Teproduced in any fom without the. written permission of NUS Corumrution.
Printed in the United Staus of America October 19. is77
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GEsERAL GUIDEIriEs ERP. INER4-m i
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Each unit (one hcur of videcta;e and.wes;cnding :Erc) requires about a four+.our clock of time. The recommer::::ed seTaencs :! instruction is as t
follows:
i 1.
Introduce the unit of instructierr 2
Have the students read the ctjec:. ves in the e Isr the first seg=ent.
l/
3.
Add any other objectives that ycu: wish to =ak=_
4 Have the students view the first Deq=en* cf v. meta;e.
3.
Have the students read the texte c:= res;cedin7 :-he first seq =ent cf videots;e.
5.
A=;11fy the key ;cints of the segmer::.
7 Have the students answer the caersnens at ce een:1 ef the segment.
Che answers are prov!ded at tha. erd of de ': : ext.) ' Wile de students are writing theit answerc, walk ar:ur:d ne rec = and re. der help as needed.
~
3.
Sefere going on to the next seq =er:-t. c!e er u; 2: r;cints of misunder-standing the class =ay have an:i; ush if dere are Ery questices.
9.
WCRX THROUGH ALI. 7: I SIG:.iE'." S IN 7-23 T.=31ER.
10.
At the cc=;1etien'ef the last segnetent, have de s udents work te Oreblem set in their text. Chis ;r:=cle= set is :;;::. nal. The students
- ay werk all of the ;rchle=s er cntly seleeced
_le=s. The sciut:ca sheet is contained in the Inst.m's G"*a
=y he reproduced and ;assed out to the students.)
l 11.
Have the students take the quir.. -"he q212 as:i-be quiz solutions are contained in the Instructor's Ginide. *(:u==.c re;roduce qui:zes fer distrthution to the class, f
This reco== ended sequence ;tevides s great deal cf ' =Wility for the e"
-inst acter 'n adapting the instruction =-*i.e levet cf de students. Since the format !ct each segment is the same., it is n:t repe:ced in the ;resenta-tien Outline for each seq =ent. The enly pe:-icn cf ta sec== ended see ence
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L eH dr 's erJa=ded 's de a=;11'i:ation of the key ;cints. You should still a
f ~.cw the : ;;en ser.:ence indt:sted in these guidelines fo each r
s#;=e= e s=;*y in:e:Je:t and a=;lify key points for ee:h se;=e=: is i.
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1 INSGUCTOR'S GUI :E
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A NOTE TO THE INSTRCC OR
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l T' e de.stens n 24 :entent of this.~odule are hased on three :-..2".a:
(I) 3 a ;arucular m necessary fer e cec, etant c;erater to k :w?
(2) *.s a ;artcula-tre= necessary knowledge f:- the NRO license ext =?
(313 : ;artcular - = necessary for the understanding of later -
=-tal?
Wit -t s philescW in mind, much of the classt al theery involved is phys _:s and ther=ccynamics has been deleted. 7:r exa=;!e, != ;hystes, the -==-ance how_: a pound feree and a ;cced = ass s.nd the da.-ration of *a ; svitaticta' : nstant, g, are nct taugh:. It is felt that a: :;erator I
would never have :::a!:ulate values cf kineti: energy, so the teeching of aC de back7r:t:=d is not necessary. The same ;hilesephy is he.d is ther-+f.amic s. F::: example, a carnet cycle is never =entiened.
A;;* es have hee: included with de text f:r' students who wa :
=cre te:sil. Thesa's ;endices 1..clude a;;r:;rta.e for=ulas, and i: is reccc:= ended that a sudent who has a parucular ::terest in the !assical a;;r.ach to physicz and thermedy.ar..ics he dire::ed to high schecI er lowe_W. sten :cCa;e texttccks fer further 1_' r= tien, Y
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t INSTRUCTOR'S GUICE I
t Unit ! - The Steam Power Cycie
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Cbtectnes s At the ccr.clusicca cf this unit, the students shculci't. ave a basic under-star. ding of the ssieam cycle and its com;ccents in=i-the prc;erces of steam ar.d watau. ' The cencepts presented in thar u:=it are essential to I
the understandit ::7 cf the matettal covered in da tam:
4tnder of this module.
Specific cbject :ves are given in the text for each went.
2.
M aten al FFecuired 6
Tex!>- Unit 1
_D_ e Ste am ?cwer Cv-!e-l a.
i b.
Videcetape - Unit 1 - ne Ste em Pcw= -. :le c.
Steer-Tables bccklat d.
Prebbien set solutions (must be re;tedue:nd frem the Ins :. rec *.ct's Guide) e.
Cutnczes (must be reprcduced from the ::structer's Guide) f.
Vie m.:;raphs:
(1)
' L 1-1
- Sasic Steam "Natar Cycle" (2)
- L1-2 "Using Boundar.es t=Iitudy a Pu=;"
(3) iL1-3 "Using Beundaries tc;IItudy a Refrigerater" (4)
'.1. 2-1
" Fahrenheit and Rar:x:rne Temperature Scales" (5)
IL 2-2
- Pressure Scales" (6) 11.2-3 "U-Tube Manc=eter-'
(7) 11~3-1
" Specific Heat cf Var =:us Solids and !.! quids"-
(8) 11i5-1 "Te=;erature-2:trc; y ~2iagram" 3.
U.!t 1 Fressematen Tell thee students the secpe of the unit ci! inst. action, a.
b.
Make suu-= that the students are aware tu!-this is the first N
of a seenes of units en plant ;erfer=ar.ca hind that imper *. ant basicmcencepts are being intreduced, 777 w
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1.
O.e Etta.: 7:wer Cy:le I:o--M P
b 7e=i d de stude.v.s est a gicssary ! rew ter=s is !.n:1uded e
1:.ieir text.
d.
I.x;!at: 1: the scade.ts 24 sec:ence cf inst.J: tion you ;1a=
to use.
~w e.? I - T..- hete Cs :le Eey F m::s:
.1 G: c-er de def:..ito.. cf cer=odh=-':s and discuss wi$
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2e s _de s the general idea cf r.: :: q heat into useful wert.
C
~~se View;ra;h 1.1-1 to dis :ss the hast: ::=ponents of the ste s: cy=:e.
- ieve the st.de s tra:e ce path of water and stes: 2rou;h the syste
- e. d dis :ss te changes that
- ake ;1a:e in each ec=;c 4 _.*.
III Make sure dat the stude:=s understard eere heat er.ters the sys e=, where heat leaves the sys e=, where work enters
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da sys.e=, and where werk leaves ce system.
W Use View;raph 1.1-2 to ilkst.ste *Je use of boundaries as a =ta:s of studWn7 a spe: fic systa= cr sc= pone t.
E ;hast:e de necessity cf exs=1:in; eve..hing that crosses I
tha bc::dary.
El Use View;raph 1.1-3 to 11hstrate the a:s ests to questics 1.1-5.
he students may re, ire guddance :: hlly understand the ques ion.
Se: = 2
. :e = u-.. P re r ture, e-d *.*chre Key ?:1: s:
GI Eriefly rer.'ew the tempera re and ;. essure changes that occur durt G *.he steam cycle to 1" strate the t=;e.ance of under-standi 4 these pre;ertes. I=;:hasize the fact that tec;er-
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r eture, pressure, and volu=e can be used t fix all other
,3 pre;er ies of water.
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The Steam P:wer Cycle (cent :ued)
(2)
Dis uss the dehnit:en =f temperature. Use Viewgraph 1.2-1 to ec= pare the Fahrenheit and Rankine ta=;erature scales.
Give exa=ples of when the Rankine scale =1ght be used.
(3)
Discuss the definit::r.s of pressure and atmospherte ;ressure.
Use Viewgraph 1,2-2 to ce= pare gauge pressure, absolute
- rassure, and inches of =ercury vacuum.
(4)
Use Viewgraph 1.2-3 to show how a manc=eter can be used to
=easure pressure.
(5)
Work ther.,u;h seme pressure calculations with the students.
Use the exam;1es in *J.e tex: or some actual pressure readings taken in your plant.
(6)
Make sure that the st: dents understand the relat:enship between velu=e and spech: volume.
(7)
Use the Urdversal Gas *.aw to show how te=perature, t
i pressure, and specthe velu=e are related. Use examples f
l to show how varteus y;es of problems can be solved.
I
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i 5+c ent 1 - See and its Effe-*s i
Eey P:ints:
i (1)
I Rev:ew the detrat: ens :f heat and 3TU, e=;has:::nq that heat is the transfer Of energy.
l (2)
Use Viewgraph 1.3-1 to discuss spectue heat and ec= pare I
the spee!!! heats of vart:us substances.
i O) 1 Discuss change cf phase wtth refereb.ce to the changes that l
water undergees as it passes through the stes= cycle.
(4)
Discuss how latent heat 01 va;ct12ation and be!!!ng point very with pressure, i
I*C5ent 4 - Enthatev and Ect.*eev I
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Eay Points:
(1)
J Review the dehnte::ns ef werk and energy and relate them to t
the pr perties cf enthalpy and entropy.
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The Stea= Fewer 07:12 ':-
'ed)
(2)
O!seuss h w chan;er ::= e.2al;y are ". sed to determine g.
how e:Seiently a cc, _._ ant is operating.
(3)
Go drou;h so=e si.%. =alculations i=v:dving chan;es 1:
endal;y a d eett ;;r = t.2nstrate how Sese prope::1e s are used. At $1s poir:, ce students must :=derstand that I
er.* t;y is a ;rc;ett'/ cf water, and is fixed !ct a specifi:
tempera! re, press.:.e s=d speciffe vo!:=e. This is necessary
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Ist the nez: se;=e::.
Sec e -* 5 - D -le 7.se s-Key Points:
4 (1)
Make su.e $at the s- +s understand de purpose of a T-S die;ra= as a = ear:s =* investigating ;:sst processes.
(D Use View;ra;h 1.5-1 :: 2.s:uss the T-S dia;.a= in detail.
Make sure dat de s-+=
s understand the various lines en the dia;ra= and.ha-ney know how t= ;10 a process c it.
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(3)
Show the students wta: a 24o111er Chart !=:ks like.
Ie:me-t E - Ste s-Tatle s Key Points:
(1)
This seq =e:f. is not in:S ied on the videctape, so make sure that the students have rwad and understood the text metertal.
(D
~ Discuss the reference ;c== for the steam tables.
Empha sise the fact that this is a= a==: a.7 zero poin*, but that it works well for staa= ;Ia=t app.~i::ations.
(3)
Point out the st=ilari-.as mad differences 1: Tables I and 2.
Make sure that the tudac=s understand how case two tables are set up.
(4)
Discuss the concept cf st:perheating and the organization of Table 3 i
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(5)
An=ind the stadents of de lix: =f conversics fac*4rs in the 3:ack of the steam tables boo'h 4
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Ycu =ay w any or all cf the prcblems *.:= _he ;rchlem set. It may also 5
be hel;hl = ;ntoduce prchle=s charactare--- to ycur own plant. As the stadents are w rking the prcble=s, walk ar -' the rec = and render help as needed.
5.
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A shcrt rev.sw =sy be conductad befcre yes 7.ve the G12. The review, however, s culd net preview the rai: wes=.= s.
Si=;1y ecver key
- cints and a
- sr. the stadents if there are 4.-r :;aestions.
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The 3*a t: Power Cy !e (continued Unit 1 - Problem Ic sclunees 1-1.
Ft.r, 2nd a boundary around we.: !s being invest: gated. then see w at changes occur in things ss dey cross the bcundartes.
1-2
+ 453 l-3.
psta = ~30" ~ lig vacuum) x }
= (30 * - II") x }
= 3.5 psta Tes j
I-4. *he in ish Thermal Unit (BTU): the heat required to raise ene
- cu-d Of water one degree F.
1-5. C = = 0; d T d = '2.000 gal x 8.33 A)x(I h) (5 F) gal Ih::
= EI,300 STU/ min
!.a ta -: heat of vapert: anon @ 217.~F = 970 37U/lb
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3,,._, 2 3. 300 BTU /m!n 570 BTU /lb I s steam
= ES.0 minute 1-5 W:r'c = ! rce x distance w = II0 ihs) x (20 feet)
= L
- 00 ft-Ibs werk 1-7 a.
"'he energy stcred in water 3~
b.
2 9.e pressure er temperaturY is kncwn, enth.alpy can be fcund f = the steam table s.
Endal :7 is deilned fer a parucular
- a perature, pressure, and r;ecific vclume.
1-2.
s.
5 e-'ific volu=.e of the sat.:. ca:i liquid I;ecific entrepy cf the satc:t.a:! steam t
d I;eci!!c enthal;y change ft:= *.1:; tid to steam (also the latent C.
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1-9. 3e pr:ns su.m a.t==ne:::t s d. :;. As the stea= drops inside b
the sarma:ed staa:= do=e, :: Es::::as ;ar-JY veter. It crosses the sarma::o:. d =a and bes:=4s r:;etheated u:J.I it gets to the 1
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1,r h:;her ta. mat : as a.:d ; arr es, tha =olecules do not i
hidve 1 =cv5 2.s fat 8; M,
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'.:s-e together as the water b.
. =lecules "5e.e is nc d:.fers =e, so n hast is re uired
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i Unit 1 - The Steam Power Cycle s
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l Quiz Na=e:
-, a Secre:
1.
Oc= vert 527 F to R.
(5)
=
2.
?.' hat is the zero point for the Rar. kine scala ?
(10)
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Osiculate the force that would try to lih a ce~--=
- bui*di::;
(IS) f that is 100 feet in dia:::eter er.d is ;ress-c.zad := iiG s_a.
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1.
The Steam Pcwer Cy-le (e: ----w) 4 Dehne specide volu.se.
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Calculate the FTU's re:;-tred :: Se t 3 pounds of a st6 stance 250 F.
(15)
Tr.e substance has a specid: W cf.2 BTU /lb*F.
l 6
What is the specific bea: of w=m?
Q01 L-7 Dehne work.
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The Staa= ?ower Cycle (cc --t - =d )
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Draw a T-S diagram.
f.abel ttmuxes, ;! ace a saturatica den a, and (101 i
show consta;:t pressure and==: stant enthalpy lines.
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Find the chan es in enthalpy, er_-.:c;y, and specific volume w,+.en QO) water is boiled at 255 psig.
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kd::sta.,. a s1=;1e T-3 diagra= the area b wtJch the s :;*.-hea:ed 00)
I siea= tame s apply.
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The 3.aam P:wer Cycle Unit 1 - Quiz Solutions 1.
527 F + 460 -987 R O
2.
The ta=;erature at which there is no molecular cetion in ma=en O R 3.
Pressure = feree l
a rea Force = P x A 2)
(100 ft) x 144in Fer:e = (60 ;sta - 15 psi)
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Force = 7.3 x 10' pounds or 3.6 mil!!on tons 4.
- he volume cf one pound of a substance 5
Q = c Cp.1I Q = (3 lbs) (.2 STU/lb F) (250*F)
Q = 150 BTU 6.
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6.
P=C h=C T fR)
SATURAT3CN 00ME S(STU/*R)
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1.
he S:ea= ?:wer Cycle 9.
psia = p si; - 15 p si g
psia = (255 ;si;) + 15 psi psia = 270 psia Frem the s:eam tables h (I,,) = 8 25. 0 w
i s (!,.) = 0.9585
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r h g,*,) =1.82452 i
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1;x.7 PERTCM*.ANCI I
INSTAUCICR'S GUIDE i
Unit I - Ther=odynamics: Heat at Wert l
C b'e ctive M: the cenclusion cf
= unit, the students should 'cc. r -Se Erst and Isacend laws cf ther cd.' namics, have an understand 1.q.f the energy ee=uation and the var tus types of energy included in it. and be able to f
wocrk 51=;1e prcble=s :::vciving energy conversions a:d eiciency.
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M e tv el s R ect:- '
a.
Text - C= Ser :ed n amtest Heat et T~k b.
Viceota;e - Onit 2 - Ther.edv :amics: Ee e e-Werk c.
Steam Tah~ms booklet d.
Preble= sa: sclutions (must be reproduced " = *ne i
Instruct:r s Guide) i e.
Qui::es (-- =: be reproduced from the Ins __ r's Guide)
S f.
V!awgraphs:
J (1) 2.I-;
- Energy Equation *
(2)
- 2. !-!
- Energy Changes ta the !=: tine" (3) 2.I-2
" Pipe Schematic" (4) 2.4-E
- Efficiency Equatien*
f (5)
- 2. !-;
" Refrigeration Cycle *
(6)
- 2. 5-2
- Refrigeration Cycle T-5 :agram" 1
3;.
Un t 2 Presentse n-J a.
Tell the sease::s the unit objective, b.
Remind the s udents of the list of new ter=s 2.at is included in their ta:c=.
c.
Explain te de s u: dents the sequence of ins===**on you
- !an to use.
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Themedyns=::s: Heat at Werk ( enunued) p C
be-Th e ytrst 'sw ef Se g-e--tes Pete.it < +9d '#!-et I-"
M Ia7 P-.nts:
r 01 Make sure that the stude.-ts understand the hsi
- :;Ie r
cf the first law cf the=odyna=ics, that ener;y ca: e:ther be ereated ner destroyed, hut the I r= can ::t. c r;e.
O)
Use View;raph 2.1-1 t:.*todu:e the energy g.:an::, Tell the s udents what the sr=hels stand for an? ?.nat theJ d 1*
defined in this urat.
I T
Refer :: ;1 ant startu; and shutdown as exam:'les of :=r r;es l
in stored ene.Ty.
I 41 Make sure that the students understand thac ptentia" energy is the enargy of p:sition. Refer the.t ".0 A; *"2:1X A of their text for addtional inin=aten en peta-:ttal en.c Ty g
calculauens, i
3)
Review the defirluon of kineti energy, emphest:ing "Se-7 kinete energy is pre;ct.1:nal to velocity staaced. Aidit nl
~
information is included in A;;endix A.
G)
Water ha=aer is an illustration of kinett: enarcy in con.
You may want to draw on your own experience for ad onal examples.
r See t-- ? - ! ate el Ene ev. Flow w -k, ?'ech enical We*, a9d ~*e*
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Key M. s:
01 M ake sure that the students understand the ccmcepts *ta*
make up the last four ter=s of the energy egaattion - t..,e nal 3
9 energy, flow work, mechanical work, and heae.,
a r
01 Review enthalpy as the su= of internal energy sod fly wk.
'3)
Use View;raph 2.2-1 and the energy equation 's analyze how energy is chan;ed in the turbine phase ogshe steaco-P water cycle.
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Ther=:dy:rnes: Heat at Wcrk (co--*M
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see-ent 3 - E.=--v Conversten
(
, =,
Key Points-(D Re=tsd the students of the conversten face:rs dat are included y
- ce Steam Tables booklet.
l (2)
Make sure that the students understand the re!ationship i
- ween heat and work.
l (2)
Ose Viewgraph 2.3-1 and the enar;;7 eg:atice o show the j
ch.anges in energy that take ;1 ace as water 'l:ws through a I,
L pt;e. Discuss the ter=s pressu.a head and nlocity head.
Sec ent 4 ~~ - FN end Law snd Efftetenev f
Key Points:
(D
':ake sure thai the students kncv Se two par s Of the second law Of t'ermodynamics and how 247 relate : ; ant efficiency.
(2)
Use examples such as the o..e in te text (' r=
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te i'!: strate hcw heat is wasted in ta plant.
(3)
Cse 7iewgraph 2.4-1 t.c discuss hev efficie = r is related to F
ta =;erature.
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Sev ent 5 - vs--r Oc-;re ssten F tf.~.ce rstten C:--!e Key Feints:
(D Cse *.*iewgraph 2.5-1 to discuss tha :;eratio- ' "e refrigeration 07-te. Show how the compone".ts a u com;a.s.h e to the Oc- ;ccents of the steam-water eye'.e.
(2)
Use Viewgraph 2.5-2 to analyze the e!9gerat:: cycle by i
me s:.s cf a T-3 diagram. Make ec=;a.~ sons t: the steam-watar cycle where appropriate.
(3)
Make sure that the students unders_==d how the f ee ex;a.:sien of steam affects the e'*- es:y of the ;! ant.
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?* ANT PEFJC?.MANCE 2.
The =ody.ami:s: Heat at V.*ork (continued) r l
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~ ble-Set q
You =ay a:si;n so=e or all of the problec:s in the problem set. It may also be helph! to introduce proble=s characterista: to your own ;1 ant.
as the students are working problems, walk around the room and render i
help as needed.
5 Outz A sher review should be cenducted before the quiz is given, but the review should not preview the quiz questions. Si=;1y c:ver key points
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and ask the :!sss if there are any questions.
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The. =ody:.a=:c s: Heat net Work (cen= coed) l I
i Unit 2 - ?.tchlem Set Schicons i
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2-1.
No, it wodd continue cea..he stered ecezrgy in the ;:ihn:t, 2-2, a.
The kinetic energy ect the flywheehl will keep ti:segu.~p an::ing. As the pc==p = oves add =::=cnal watar:,-the energy of the flywheel wtirhdecrease..
b.
To store energy as.kinnetic ener77/
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W=PxV n
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W = P xV i
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W=
~ 424 ft-lbs :
Increasing the internnM energy ef t.".he water c.
t 2-4 Mecharacal werk and heat u e energy in.~=c.icn, whileemcw werx and internal er.ergy are stcred.ina.the water;.
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2-5 1st Law:
BTU's wasted v.11 increaseeand BTU's cecrvertad to wo:he will decrease.
2nd law:
32U's cut will increase, soc.*.1S in.
out 2-6. No, because werk has to heddene to makaatt work.
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N P ;ci PI?JCAMANCZ i <
t Unit 2 - Ther=edynamics: Heat at Wort 1
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Quia
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Name:
Data Secre:
6 1.
What effect dnes increasing the energy stered in the plant havs?
2.
What is a water hammer?
1 F,
3.
Defi.e flow werk and give its units.
N l
4.
a.
- Nhat parameter is actually measured to find ". w hrough a Ecemeasuring device?
b.
'icw does that parameter vary with ace?
i 5.
State the two parts of the seccad law of thetmodyna%
r a.
b.
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IM.T F E.;ICF.!.'.M:CE Ther=edynamics: Hea; at Werk (continued) 6.
a.
h?.at is efficiency?
r 1
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Mcw can efficien.y be defined =ath=atically ?
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2.
D.er-.edyr.a=ics: Heat at Werk (ccrt.inued)
Unit 2 - Qui Scluttens m
1.
It increases the temperature of the plar:1 2.
Eigh-velocity water is suddenly stepped er tumed. It then gives up its energy to the pipes cc valves and can damage them.
3.
new work is the energy cf pressure ta=es volume, and its units are foot-pounds.
4.
a.
dP b.
It varies as the square cf the Scw.
5.
a.
Heat Cows from a high ta=;erature te a low temperature, b.
Net all heat can be turned 1.nts wcW.,
7 6.
a.
A c.easure c.f hcw well a system uses the energy put into it b-E = werk cet energy tr.
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INSIRCCQ'S GUIDE Unit 3 - e=- 3cilers 1.
Cbiec.:ves At the ccnciu uen cf this unit, the s :: dents should e. ave a basic ut.fer-standing cf h:=w heat is transferred., v_at facters affect heat transfer, hew to draw e heat transfer curve, Wt is invcived L: boiling hest transfer, a::= n=w a steam boiler c;:mca'as.
2.
Mate :n' 7ecutred _
a.
Ca.f. - Unit 3 - S*ea m 52 en b.
T::ectape - Unit 3 - Sts - 3ctiers c.
ite:chlem set sclutiens (rust be reproduced t em the :nst:acter's Gh.ude) d.
Cu:::es (must be ter
-red from the Ins : actor's Guide) m e.
V!iewgraphs:
C) 3.1-1 "Hea: Oc:xf uctica" o
C) 3.2-1
'Hea:~:=_ssfer Curva*
C) 3.2-2 "Cctrie: ten Heat Tram.sier" 2 ~
".4) 3.3-1 "SeC *-- Heat Transf ac" (5) 3.3-2 "Trm : c Sciling *
'O) 3.4-1 "Effac: :f a Pressure Int: ease en Sct11ng H eat '-= - e fe r" (71) 3.' 4 - 2
" Effec: Of a Pressure O*'rease en Beiling Heac 'causfer"
@)
3.4-3
- Effac: =f a Flew Increase on Bciling Heat Trans'ar" (9) 3.5-1 "5 tea:m 3c11er Schematic *
(*.ID) 3.5-2
- Cy+-Type Meisturt Separatcr" (C.)
3.5-3
" Chaw.:==-Type Meisttre 5eparater" Q
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PLA.'.7 FI'25C..MM;CI 3.
Ste.ar 3cders (ccctinued)
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'J.t: ? F'= s e nt att en A
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Te!.! de students the scope efene unit cf instru"~T a.
l b.
?,erund de students dat a gtescrary cf'new terms :.z. ncluded 1.
- . heir text.
t I
Explain tc the students the sacumnce of instructic:r. you plan c.
r to us e.
I See-en ' - E a st e *2ee: Transfe P. net 'er i
Key Pcints:
(l' Use Viewgraph 3.1-1 to discuss =caduction as tha hsic ceans of heat transfer across =attal surfaces.
C)
Make sure t':at the students en:wistand the impor::m:ce of a ta=perature diffe.ence in cen:u:ctica heat transfar i
(3)
Discuss convection as e means =f getting heat fr=::r. the wall i
of the steam boiler inte the water:. Imphas::e the:t:1e of
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water flew, h
L (4) 3-iefly discuss what radiation herat transfer is.
5)
Discuss heat transfer coefficia::r.s and how thef armarsed in i
j your plant.
i Sec en: 7 2'-estcal Pm-ete s ef B.s ste H6m: Transfer Key Points:
i s
(1)
Make sure that the students unders*.and the relaticm:thip l'
between heat IIcw and 47. It =t:pnt be helpful tc g::through t
1-'
Ixa:nple 3.2-1 with the class.
(2)
Make sure that the students underrstand the relatienrh.ip between heat transfer rate and areea, including M 1"
(3)
Have the students give examples;in the plant of r:anrtials that are sced ccnductors and mater:1als that are pocrrenduc-g tors and teil hcw these materials stre used.
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3:e4= Sc:;ers (continued)
(4)
Discuss the effect of the buildup cf depcsits cc "aat t ansfer surfaces.
d 3)
Use Viewgraph 3.2-1 to is: educe the' heat transfr =arve.
i (5)
Use Viewgraph 3.2-2 to tilu. strate the effect cf a ficw l
inc. ease en convection heat transfer.
~
Se e-en ? - Sci!!--- He et Tran sfer 1
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(1)
Use P.ewgraph 3.3-1 to shcw where boiling heat tr::.sfer
[
appears en the heat transfer curve. Discuss wh7 :51s pcrties cf the curve is stae;er then the convecticc pcrtion.
[
r (2)
Make sunt that the students u.nderstand the cences-cf nucicate boiling, sub-cccled nucleate boiling, bui.c bcilinq and fil.= bciling.
m (3)
Use P.ewgraph 3.3-2 to discuss transition boiling s=f critical heat flux.
r (4)
Make sure that the students were able to fc11cw the videctape I'
de=cest.atten and that tey caderstood why the w:ar
=ight have bumed out.
i Se-em 4 - ?'wem' Parameters cf Eci'l.e Meet Transfer Key ?CIC*.S:
(1)
Use Viewgraph 3.4-1 to discuss the effect cf a suddas pressurs increase en boiling heat transfer. Make sure that :be students t derstand what is taking ;I.nce and why the curve =' *s to the right.
I (2)
Use Viewgraph 3.4-2 to discuss why a sudden presm drop
=ay c:ause sericus prcble=s is the plant.
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3.
3:ea. Sc11ers (centinued)
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(4)
Use Views aph 3.4-3 to discuss the effects cf a ficw increase M
cn bciling heat transfer. Have the students draw a curve to illustrate the effects of a decrease in flow.
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5.
.e - E t e a -- 3:1!er Character!stf es P
l t
c)
Use Viewgraph 3.5-1 to discuss water circulation in a stea=
btiler. Emphasize the type of circulation used in your plant.
2)
Use Viewg aphs 3.5-2 and 3.5-3 te discuss the two types i
cf meisture separaters. Discuss how and when either or e
i 3
b:.h are used in your plant.
G)
Make sure that the students understand the cencepts of
{
quality and ca:tyever. Caly two causes cf carryover were
- ,e-cloned in the text. You may want te add to this list.
- 4)
Discuss swell and sh.dnk and make sure that the students understand the causes and effects of each, es 4.
- 05!e-Set Ye c :=ry assign any or all of the problems in the problem set. It may aisc n,n telpini te tr.troduce problems characteristic to your cwn plant.
? c'-: =- 1.5 is e specially recommerded. As the students are working r
the ;c;niems, walk around the room and render help as needed.
5.
Oui:
A sten review :.ay be conducted befere ycu give the quiz. The review, howe rr, she.:1d not preview the quiz questiens. Simply cover key points and 4.ic che students if there are any questions.
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Pl L'.*T PERTCM.'.ANCE 3.
Stes: 3cCars (cc-sd1 C= 3 - Preblem Set Solutions s
3-1.
Q = Edr i
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10 37C s
= I (60 )
h' i, ;
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I = 1.66 x 10 hr oF t'
3-2.
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1: creased *.:w will cause a decreased layer of water.-
whid '=;r:. es heat transfer. This means tr.at mere heat can be d_:sferrtd fer a smaller 4T.
3-3.
The cr.e wit sat ated steam, because the heat transfer will._
be ccador.satics. *: the case with superheated steam, the steam te=;ers".7 has a drop 10 F befcre ccedensatica can; start.
3-4.
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5:aa.= 3ie s (ce=": ed) 3.5 h: p :sfers :: de dege* den of the urs..h:= f a4! d:e to
- 3
- p. wet cperaticas, w.".ile b.:rnout. Is dar: age due :: 1:'.;h
.== pera ture s.
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Pm'I PERICRMANCE Unit 3 - Steam Scilers n
Quiz Name:
Dat e Secre:
f 1.
a.
What are the three basic methods cf heat transfer?
(10) l b.
Which play a significant rcle in heat transfer in ycur ;Ls: 7 (5)
Which method of basic heat transfer is cf little use in c.
(5) plant cperaticas? Why ?
m 1
2.
Draw and label the heat transfer curve. Label the different medes
'(15)
{
cf heat transfer as represented by each pcr:Icn cf the curve.
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3.
Stea.: 3cilers (cc nsued)
L 3.
- ehre "entica' haat Sex."
C D)
A 4.
What is " swell"?
5.
a.
A heat exda=;er t ansfers 110,000 37t*/hr with an average temperait e -Merential cf 20*T. What will happen to the t
heat Scw if s:a's builds up and the temperatures re=ain constant?
N Ir b.
What will happen to the ta=perature differential if the heat
( 5)
Scw re=ti s the sa=e?
{
L E.
Why is bcillag haat trans!er so efficiaet?
(1C) 7 What is the ba sic p== 1;1e invc!ved in cyc!cne and chev ca-type (15)
=cisture separate.s?
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Steam Scilers !cc"* ed) i Si.
A sudden pressure decrease can cause nucerte boilmg to turn (Is into & bettir4 Can a sudden inc.ee se 2;;:ressure also cause a negative effec: w:$ respect to nucleate h=112.q? h?.y er why not ?
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PLANT PEFJCR.V.M'CE 3
Stea= Scilers (cc: inued) o 4
Unit 3 - Qui: Scluticas 4
1.
a.
Cenduc:!ca, convectien, radiation i
a b.
Cenductien and convection I
c.
Radiatien - It requires very high te=perat.c.res, which could i
j damage the plant components.
l-r.
h 2.
s, s
r iog Film Boiling a
Nucleate Boiling t
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- Convection 103 AT I
3.
Se heat flux (6) that would cause CNB 4.
An increase in the level cf the steam boiler due tc:ss decrease in pressure 5.
s.
Esat flow will decrease b.
It willincreasa 6.
The water absctbs a let of heat as it c'.anges to stiesm, so this is m;en faster that conduction /ccavection.
7 The water is denser than the steam, so a changect.n: direction will cause the water to be thrown cut.
8.
Yes, an increare in pressure will also cause a ceceresponding L
increase in saturation temperature. This will supppress nucleate bciling and a larger dT would be required for thenaeme Q.
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L INSTRC
,?.*S GUILE m
E Unit 4 - ?---' e Generator r
1.
Chiective s At ce conclusic: :f this unit, de s= dents should have a 'msic understanding of how stea= flows trough the te =, how the energy i= s sem is converted f
into useful werk, 50 w superheatis; e.=d reheating can inc:wse the
.r efa.ciency of t.e
- -bine process, a=d what precautions :r:s: be taken l
te prevent cc =t-*-- e turbine da.=.a a.
Specific cbj ec:ives see given in the text fer each se;=ent.
4
't 2.
Me e erts! ~*c ;' red F
i t
a.
Text - ::it 4 ^- T.:rbt e 2-=~=-= tor b.
Videc:tpe - Unit 4 - ? __ e Generstcy c.
Stee-S.ble; booklet d.
Prchle: s et sciuticas==s: be reproduced frc= =e Inst ::.c *s Guide) l Cuizzes f.=ust be reprec=:ad from the Instmcws Outde)
I e.
f.
Viewg sphs:
(1) 4.1-1
"?.:-ti=a Generator Arranga + ~
(2) 4.1-2 "T-S 'a; ram of the Turbine Fmess" (3) 4.1-3
- Si=.22ed T-S Diagra="
(4) 4.2-1 "Ner=le Schematic" (5) 4.2-2
- Plai: 0-'See" (6) 4.2-3 "Cecrerger: Nozzle" (7)
- 4. 2 -4 "Cc=rar;e..:-Ciuergent Noz:Le*
(8) 4.2-5 "I= pulse ?.:rbine" (9) 4.2-5 "Reae.is: trtine" i
i (10) 4.3-1 "Efec: =f Superheating on the "brbine Process" l
(11) 4.3-2 "t:e F.shee: Cycle" V
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? chine Generator (continued) 2.
Trot 4
- reser.ta* den 4
Tell the students the scope of the unit c ~ ins :- -'"n.
a.
b.
Remind the students that a glossary of new ?>-*
1s in:1uded
~
in this text.
I Lcplain to the studer.ts the sa:;.;ence of insr --~ you plan c.
i to use.
d.
Remind the students to use the steam tables.'Or f *-t cycle calculations.
Sm - ? chine Cvele Lev ? tnts:
(1)
Use viewgrupa 4.1-1 to follow the flow of stee:t _._agh the turbine. Make sure that the stu: ents unde.
' the changes that occur in the steam.
(2)
Make sure tnat the students understand tne genect2 purpose D-of the moisture separator / reheater. This device is covered in more detail later in this unit.
(3)
Use Viewgraph 4.1-2 to discuss the turbine pr-m< in detail. Make sure that the students understand =ty the real turbine process and the ideal turbine process r.re different. Reinforce the concepts with the assh of Viewgraph 4.1-3.
(4)
Discuss the reasons for turbine inefficiency.
E.,,. e size problems that have occurred in your plant.
Se==- Enerey Conversion Key ? cists:
(1)
Use Viewgraph 4.2-1 to show the relationship he: ween down-streem pressure and upstream pressure. Make sure that the students understand the meaning of the critical mce Q
ra tio.
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W. rhine Generator (continued) l 1
L (2)
Use Viewgraphs 4.2-2 through 4.2Wto discuss de various types of crifices and nozzles. Incii=de in the discussica how each nozzle cperates, what its ad.e=ges are. where it might be used in the plant, and the effec:txf the critical pressure ratio,
(3)
Use Viewgraphs 4.2-5 and 4.2-5 :::t=itscuss tha cpe et:on of impulse turbines and reaction turbim, includicq similarities, i
cliferences, and advantages of eac=.ttype.
H Sec er.t 3 - Se:erheet and Rehest Oveles Key Points:
I (1)
Eriefly review the steem cycle to sho:w where superheat is added.
I (2)
Use Viewgraph 4.3-1 to illustrate tnereffects of superheating r
en the turbine process. Make su4e $_at the students understand how superheating increases the effic:een=y of the steam.
(3) 01scuss the advantages and disadvam rages of using superheaters in nuclear plants. Reit.tte-these to your ;1 ant's r
decision to use or not use superheaterms.
(4)
Remind the students that Table 3 of the steam tables contains values for calculations involving su;aerneated steam.
r (5)
Use Viewgraph 4.3-2 to discuss the efffects cf reheating stesm and the role of moisture separa:= r/ reheaters in the plant.
Include advantages and disadvantagess.
See.er.t 4 - Wrbine Precautions Key Points:
(1)
Review the way) in which moisture ir.the steam can da= age the turhine blades and discuss the morcesserious da= age that Q
can result from water induction.
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rartine Gent star ( Ontireed)
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Make s re tr.: ce s=de.-ts understand that a turbine M
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trip by itself does ac. da= age the turbine. Damage
(
occ =s when water er stes= re-enters the turbine in I
an ace =;t to fill the va:: s that is created.
I F
3)
Discuss ce ways in which excess heat can build up I
in the ! dir.e and h:w heat can cause damage, r
- 41 Make s.: e that te class understands what is meant by breaki.n; vacuu= in :.e condenser and how and 1
why this cignt be done.
r T
Ciscuss ce cause and effect of static elec ricity and the precautior.s inat are.aken te keep 1* frc= building up in de :rtine.
4.
3 :blem Sg 7: =ry assign so=a o all of he ;-etlems in the proble= set. Itmay C
dse ',e nelpful te *nt adace ;- b:e=s charseteristic to your own plar:1 As :.e s udents are working tne proble=s. walk around the room and re-+ help as needed.
P 5.
Dut:
A sacr review =ay be condu:ted befo e you give the quiz. The review, howere, should not geview the quiz caestions. Simply cover key points
=_nd a.s.t ce elass if iere are any Taestions.
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Unit 4 - Prehlen Set Sclutiens 1.
fJe.swers =4y be in either cider.)
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Real
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Rea-=. ten =_.es have a ;ressure drcp across stationary blades and Ice 07 bladas.
The drep acrcss tha scving blades causes a velocirf tr:c= rase an.d a reaction ferce. I:;ulse turhir.es have a pressure caly ace ss the nczzles and use the direct impingement cf sWm *.c crea:e a force.
4.
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Unit 4 - Turbine Generator L
9*
Na=c:
Data Secre:
1.
What is the functica cf a turbine?
(Use ther:r.edynar.1-terms)
(10) 2.
Turbine inefficiencies decrease the wert we get from each 3IU (15) added to the plant.
Are there any positive benefits def.ved S ::n turbine inefficiencies?
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Oefine *cntical pressure ratic.
- i (10)
I.
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4.
Mer what steam conditions would ycu expect (a) a reactica t
turcine, and (b) an i.:;ulse turbine to be JJ d7 (Eigh/1C".v ;ressure) a.
Reactica -
(10) b.
Impulse -
(10)
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Turbine Generater (continued) i 4
5.
%?.y are many stages of blades used 1. 2.7e tuttines?
(in p
6.
%?.at is the scurce of hast for a mels ::s separatcr/ reheater?
a (10) i 7.
a.
Would you ever break vacuum behrs "be turtme steps (131 rotating ?
b.
Is this a good routine procedure? %3??
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Tahne Generator (ccr::inued) lr i
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Unit 4 - Quiz Soluticas s
1.
To convert the enthalpy in the steam into use*ul work 4
i 2.
Yes - Cecreased meisture in the steam Cownstre a m Pre s s ure 3.
C_R =
Upstream Pressure i
58%
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4.
a.
Low steam pressure b.
High steam pressure L
5.
To get the maximum amcunt of work cut cf the steam 6.
Steam from the :.ain steam system er extraction steam frc=tr.:te high-pressure turbine 7
a.
In an emergency to step tne turbine rapidly s
b.
No. It places severe stresses ca the turbine.
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INSTRUCTOR'S GUIDE Unit 5 - Condenser 1.
Obtectve s At the cenclusica of this unit, the students shculd have a basic under-standing of why the condenser is needed, hcw it c;erstas, and how it affeEs cycle efficiency. They shculd also unders.a..d de effects en de ;! ant cycre of turbine extracticn feedwater heating, and the part:cular condenser cooling system 1., use fcr their pia.. Spec 1Sc eblectves are given in the ten fer each seg=ent.
2.
'.taterial Recuired 4.
Text - Unit 5 - Condenser b.
Videcta;e - Unit 5 - Condenser c.
Steam Tables hocklet d.
Prchle= set solutions (=ust be reproduced frc= de Instructor's Guide) i e.
Quizces (=ust be re; reduced from the Inst acter's Guide) f.
Viewgraphs:
(D 5.1-1 "Effect of Pu=;1..7 Steam fr = Turcine to Boiler" (2) 5.1-2
" Condenser Diagra=*
(3) 5.1-3 "The Condensing Prccess en a T-S Ciag.a=-
(4)
- 5. 2-1 "Stea= Criven Air Elector-(5) 5.3-1
" Air EJecter Draining Through n I.cep Seal-(6) 5.4-1 "Feedwater Heating" (7) 5.4-2
" Cascading Crains" (8) 5.5-1 "C;eration of a Wet Cocling cwer-(9) 5.5-2
- Terced Craft Cooling Tower" (10) 5.5-3
" Natural Draft Coclicq Tower *
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~~-*t ? e ser.at en M
- ell de students the scope of the unit cf 1 s:.setion, s.
h.
Remind de students that a glossary of new tarms is included i: their text.
Remind te stude:ts to use the steam tahIn to find the c.
values zeeded f= ;! ant calculations.
2 d.
Explain to the studer.s the sequence of inst =: tion you plant to use.
i Seeme-- ! - Oenden.ser *heco Ley P~e:
(I' Make sure that the s udents understand wha:.he condenser does and why it is needed. Use Viewgra;t 5.I-1 to show why staa= is not ;;= ped directly fremthe ::-bine to the i
boiler.
(2)
Use View;.a;h 5.1-2 t: identify the various ; mets of the (W-condenser and discuss the function of each ;s-t. Have the students t a:e the flow of steam and wate- $.ough the condenser.
(3)
Use View;reph 5.1-3 to show how the conde-.stng process looks on a ' -S dia; ram. Make sure that ^.a students understand why there is no change in temperst=re.
Seement ? - Cende.sers and Cs--le Effletenev Ley Poi:Es:
(1)
Make sure that the students understand why $e condenser operates at a vacuu= and how the condenser allows the steam te=perature in the turbine to drop to 20*F.
(2)
Discuss with the students the ways in which the vacuum is created and maintained in the condenser. Make sure that they understa=d how the condensing pt x:ess helps in V
maintaining the vacuum.
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Condenser (ce::tinued)
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l Use Viewgraph 5.2-1 to discuss the general operation of a (31 steam driven air ejector. Expand tne discussion to include g
the particular types of steam driven air ejectors or r
electrically driven mechanical pu=ps that are used in your
- 1 ant.
Secr.ent 3 - f. trev:nc Cerdenser Effictency l
Note: This segment discusses c:any ways that the c;erator can affect a
condenser c;eration. In some plaa.ts, hewever, equipmer.t or procedures
~
will net allow fer some of the operations that are included. For example,
[.
there may be no means to control the flow cf cooling water through the l
condenser. In sc=e plants, the 4T of the ecoling water through the plant is required to be kept at a minimum, so !Iow cannet be reduced E
duttag the winter. It is recommended that ycu find what procedures apply in your ;lant and stress them in class. A!se ex;!ain why some cf the suggestions made in the videotape cannet be implemented, m
Key Points:
(1)
Discuss the d!Uerences between eUiciency in the turbine and eEictency in the condenser, emphasizing how each m
affects the overall eUiciency of th'e plant cycle.
(2)
Discuss the facters that afect cendenser efficiency. Stress L
those that an operator in your ;lant has some control over.
(3)
Use viewgraph S.3-1, if this arrangement a;;11es to your plant, to show how plant design might affect condenser efficiency.
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Conde:ser ::::enued)
Se-e nt 4 - T 2--
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Key Points:
(1)
This se; ment cont me.s with te 2:ies of crwaIl cycle e m:.as:y. Make s==a that de s=:: dents =::darstand where te:e extracuo: a=f feedwatac besung *.: * - the cycle and b:-w they affec :7:le effi=acey.
(2)
Use Tiew;raph 5.4-I.o discuss m.,w the to;eseration process weri.s. Meke sure =.m: the ses unders-=ad why turbine exr:n is an effec =re use c.#. heat.
(3)
Use 7:ew;raph 5.4-::: illus: s:a the systa= ! cascading dral.:s. Imphasize h=w these d.-
-= het; t: =ake the use of hea: =cre effecuve.
Seemer.t 5 - Cc-de.ser Cooli r: Fes e m s Key Points:
(1)
I:"_s segment, e--k= size de :/ pe of ccch=7 system used for rs:: ;1 ant, but In :ta studa==s be awa n :1 the other types =st are av* *~ * *. The s=.me::ts shce'.d know why a pa :=.lar system wn.s chose E=-Obeit pla--
(2)
Use 7:ewgraph 5.5-!:a 111ust a=a che opera =c: cf a wet-ty;e =o: ling tower. ~! your pla== =ses a d r-type tower or a -~ 'ined wet / dry syste=,,. ;t: out te :d11Ierences in das:;n and operac.mn.
(3)
Use 7dewgraphs 5.I-: and 5.5-I:s discuss :he cperation of !=rced draft and c.s:.:ral drah =moling tcwe s, including the adra tages and 6_sadvanta;as of each Again, stress de sys em used by yc=r plant.
4 Problem See You may assign s=me or all of tha ;:r:ble=s.= tie prohte= set. It may
- )
also be helpful t: include proble=s characW: to y c own plant.
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5.
Condenser (contnued)
As the students are working the proble=s, walk around the room a:xi s
render help as needed, s.
M A short review may be c nducted bef=re you ;tve the quiz. The mriew, however, should not preview the cal: questens. Simply cover key I
t pctnts and ask the students if there are any questions.
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PIANT PERfCA!.'A ;CE 5.
Condenser fear::isuee Unit 5 - ? :hte= Set Solutions 5-1.
Steam @ 540*r:
v =.47 M/lb s = 1.40 FIU/ R g
5 team @ 80 F:
v =.32 M/lb s =.09 BTU / R 8
g g
= 533'.3 M/lb s = 2.04 STU/ R v
G 9
= 1. 94 ETI'[R s
Find the percent cf tid e.shaust that is still steam.
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% - 67% steam The volume of ries = le.t I = each ;ouisd that entars the tW.no x 67%, or 424 M.
is vg The increase in volu=e is 424 t.32, or 21,200 ti=es 5-2, 29 in. Hg 2.5 psia 23 in. Hg 21 psia san:ratten tem;erare.te *.5 ;sia - 83 F 31;sta = 102 F
_* = 1 90 + 460 }"
5 40 + 460./
E = 1 h02 + 46%, -].
4
\\540 +460/
5-3 Steam @ 540'T:
s = 1,43 5 U/ R h, = 1194 EU/Ib Steam @ 212'T:
s =.31 CU/ R h = 180 STU/lb g
g s = 1.75 EU/ R.
h = !!50 3 U/lb g
g g = 1.44 E~/ R hyg = 970 KU/lb s
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s g
1 s = 2.04 BTU / R.
h - 1096 BTU /lb 9
9 fg = 1.94 BTU / K 1 = 1048 BTU /lb s
% stea= @ 212"T:
9 @ 540 F = Le s
g @ 212k =
. RJ
-s IE s @ 212 T = 1.44, so % = 76%
h h of s:ea=/ water @ 212 T:
- 76 x (" - hg
(.76 x 9-J + 180 = 917 BTU /lb j
E change in enthalpy between 540*T an: 22.2 F:
1194 - 917 = 277 BTU /lb
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% stea= @ 80 F s9 @ 540 F
=
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h cf stea=/ water @ 80 T:
(.68 x Q
- hy
(.68 x 10E + 48 = 761 STU/lb change in enthalpy between 212 F and. Er,D:
917 - 761 = 156 BTU /lb 5-4 No. If it were operated at a vacuum. ::ne *.emperature would be less than even 75 T and it would be aI=c.st impossible to refect the latent hest of vaport::ation to the a ::nesphere except in cold
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Unit 5 - Condenser Quiz i
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Name:
Date:
Score:
t 1.
Deserce the changes to cycle. temperatures and efficiency as 05)
I' the condenser becomes fouled.
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Define condensate depression.
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3.
How does a reheating hetwell actually reheat the cendensata?!
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~ l 5.
Condenser (continued) 4.
Operation of a steam plant withcut tire;tnstalled regenerative (2c) p feedwater hesters will adversely afec --the cy:le efIiciency gn i '
two ways. Desertbe these two wayst.
t I
Dese.-tbe how eir flow is created in a. aa ural draft cooling tow *t.
(15)
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Ccadenser (cenunued) i I
G.
Why are feedwater heater d.ai s m =-us ?
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W-eser (cor.z1=ued i
i Unit 5 - Quiz Solutions
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L 1.
'."..e de.ser te=;erature increases and -be cycle efficiency dec 3.sses.
2.
Cc-
-eate de;ression is cooling of the
'ensate below its 1
sa--- te=;erature.
i 3
Rae= : ares di.ect stea.2 down to the herwsn area. There the ccH= = ate d:tps frc= the tubes through
=e stea= and into L
de h: =s:1. The ecndensate is reheated e.s it dri;s through the sca -
l 4
a.
'~5e average temperature at which hest is added to the cycle L
v_3 be decreased.
5.
Se Orbine will no longer be opers=.=; at designed steam
'.cws and ;tessures.
j m
5.
A1.- t.s bested by het cooling water in the bue of the tower. The
' e sced a.i-is le ss dense,so it rises up i= -he tcwer. The shape cf de ": cts.- is designed to act like a cht.==ey and give the air
""-~M velocity.
5 Tc -- '- ? the heat in the high temperature d. sins by heating feed-wata: ac Icwer te=;eratures.
L 7
A t*"*t Of =ud, chemicals, anit growth cf e!;ae causes condenser L4. ~.
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Unit 6 - Pumps and Fluid FIcw i
t 1.
Cb!ee-tve s At the conclusien of this unit, the students shen.Lt ' ave a basic under-standing of de principles involved in t.'ie opera **
cf hydraulic systa=s, including the characteristics of positive displace =. ant pumps, jet pu=ps.
and centrih;al ;u=ps, and the concept of not ;cs. tve suction head.
Specific objec.*ves are given in the text for each ser:nent.
2 Mater.a! Rect! red a
I a.
Te.x:- Unit 6 - Pumes and Flutd Flew-b.
Videotape - Unit 6 Dum:s and Fluid new c.
E:eem Tables booklet t
d.
Prchlem set solutions (must be repec<-~~~d frc= the Instructer's Guide)
Cuiz:es (must be reproduced from the '..st: actor's Guide) e.
f.
Viewgraphs:
l (1) 6.1-1 "T-S Diagram cf the 7: ant Cycle
- i (2) 6.1-2
" Closeup of the Pmg Process" (3) 6.1-3
" Plot of Pressure Etsd vs. Flow" (4)
- 6. 2-1
- Positive Displacement Pump Co=ponents" l
(5) 6.2-2
" Pump Laws" (6) 6.3-1
" Jet Pump Compene=:s*
(7) 6.3-2
- Tet Pump Principles *
(E) 6.4-1
" Radial Flow Pump *
(9) 6.4-2
- Axial Flow Pu=p" (IC) 6.4-3
" Mixed Flow Pump
- I (10 6.4-4
" Pressure vs. Flow Gea;h for Centr. fugal Pumps" (12) 6.5-1 "NPSH Calculation
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Fu=;s and fluid Flow (continued)
F V
3.
r.it 5 ?.-= sentation k
M Tell the students the scope of the u=it of inams:.
a.
(
h.
Re=ind the students that a glossary of new te.=.s as in:!uded in their text.'
Re=ind the students to refer to the Steam Tames Midet for.
2
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values needed in plant calculatices.
f I
d.
Ex;1 min to the students the sequen::e of inst:.::::::s: rou plan to use.
(
Eeme.t 1 - Evi au!!c Svstems Key Points:
(1)
Use Viewgraph 6.1-1 to briefly review the pla:t er 'e and to show where the pump fits int: the cycle.
(2)
Use Viewgraph 6.1-2 to discuss 1: ;eneral te.._s hew the pu=p performs work and the effe:ts of i=ef'iciencies Oc W.s work.
Use the energy equation to discuss the ener77 Ch.anges that C-occur during the pumpin; process.
I' (3)
Ma'<e sure that the students undersand the difeew.:e L
between laminar flow and turbule=t flow and the e'.le: s of r
fri: tion losses and shock lesses c= pu=p efil:1es:: r, 3
Ir.troduce the general conce;t of a F.eynolds nu 5ee, S5 (4)
Use Viewgraph 6'.1-3 to illustrata the relationsh:; detween pressure head and flow. Peint out h=w the systs= 'es;c:se charrges if the system cor.stant is changed.
S=?--rt 2 - Pest *!ve Dis =lacement Pur es h
s Key Points:
(1)
Use Viewgraph 6.2-1 to discuss the operation of a positive displacernent pump in terms of wht: each compc:t : does and
(
how tt.is type of pump moves water.
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P:=;s sed Fluid Flow (centinued)
(2)
Use Viewgra;h 6.2-2 tn discuss the pu=p laws.
Shcw on the graph how now, pressure, and ;cwer vary w.'c ;u=p speed.
(3)
Make sure that the students understar.d why the discharge valve should be c;en when a posit:ve dis;1 ace =ent pump is a
to be started.
Mention the function of safet7.e!!s! valves.
Seement 3 - Educ*ers and Tet Pu es Key Points:
(1)
Use Viewgraph 6.3-1 to discuss the c;eration cf a jet pu=p in e
ter=s of what each cc=;cnent does and how his type of pu=; =cves water.
(2)
Use Viewgraph 6.3-1 to discuss the changes 1: pressure that occur as water =cves thrcush a jet pu=p.
(3)
Pis seq =ent must be stressed for ho111nq w.-ter reacters.
Ycu =ay want to ex;and on the concepts presented in this
^
seq =e..t or relate the= to your particular applicatiens.
Seeme-t 4 - Ce-t-:!ucal Pu=es Key Pcints:
(1)
Use Viewgraph 6.4-1 to discuss the c; erat:es cf a radial new pump in ter=s ef what each co=;cnent does end how this type of pump =cves water. Make sure that de st*.: dents unde stand the concept of centrifugal force.
(2)
Use Viewgraph 6.4-2 to discuss the o;e.atics of an axial new pu=p in ter=s of what each co=ponent dees and how this ty;e of ;u=p moves water.
(3)
Use Viewgraph 6.4-3 to discuss how a =ixed Scw ;u=;
cechtr.es features of the radial now pu=; and de axial flow pu=p.
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Pue;s and.Tluid Flow (co::tnued)
(4)
Make sure that the st:de.ts understand why a radial fc)w pum; 1s started with the discharge valve closed, wh!!e.e positive dis;1acement pu=; is started with the discharge valve open.
(5)
Use Viewgraph 6.4-4 to 111ustrate the relationships ofpssure,
--q flow, 'and speed for cent-1}ugal pu:i:;s. Show hcw the sarstem i
.j curve en the graph ide.t:Hes the operating point of thee h
I system. Make sure that the students sre aware that the I
pump laws apply to radial pumps.
f S ee e nt 5 *
- t P e s t *!ve Su--t on ~3e ad Key Points:
(1)
Use Viewgraph 6.5-1 to go through a simple NPSH calca!Lstion.
l Make sure that the students understand what NPSH is an:d f
~why it is i=portant.
[
(?)
Oficuss the causes of pu=; cavitation and the problemss
([.
f that it can cause in the plant.
(3)
Make sure that the ss.idents understand why a settes of f
pumps is used to gradually increase water pressure.
f 4
Problem Set
(
}
You may asst;n any er all of the problems in the problem set, it mair also be helpful to introduce problems characteristic to year own plantt..
As the students are working proble=s, walk around the room and I
render help as needed.
5.
Out z A short review may be conducted befs e you give the quiz. The rev!asw.,
however, should not preview the qui: questions. Simply cover key ;;cints and ask 'the students if there are any questions, j
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Pu:5;s and Tiuid Flow (continued) l r-Unit 6 - Problem Set Solutions 5-1.
Teta! ;ressexe develcped:
psia dischaGe (200 psig) + 14.7
~
-es:e sucv
-(30" - 28") x 1/2 total develcped head 213,7 psi developed Given: 1 != cf water =.43 psi 213. 7-e st feet of watac =
n 497 feet of water 43 E.s t_
ft 6-2 (a)
(c) t i
i Flow
[
b.
The d:sca.arge is constant, no matter what the pressure, if there 15 m speed change er leakage.
6-3 Flow ucrk is p ovided by the driving nozzle, which converts pressure to velocity (kinetic energy), and thus reduces the pressure of tu driving flow. The reduced pressure causes the suction watar $c Uow, and the driving water transfers ser::e of its kinetic eneC7 50 the suction water. The kinetic energy of the L
cer.htr.ed !".c vis converted back to pressure by the diffuser.
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?u=;s and Fluid Flow (cc.-.m-d)
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The pis :t is originally operscn; at point (D. When the speed cf the put p is doubled, pressu: e and now are increased to point C.,
and the level starts to incremse. The Dow cont.ol valves start r
(
to close, thereby chan;ing tw systec characteristics until operation is at point (3), w::2 an inersased pressure, but the sacne Dow.
6-5 Saturation pressure @ 500D= 580 psia NPSH - suction pressure - sacu.ation pressure NPSH = 1000 psia - 680 psim NPSH = 320 psia i
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-L P'A'.T ??=JCM.'.ANCE C=1t 6 - Pu=;s and nuid now Quiz l
Name:
Dater l
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i 1.
3ast:407. how does a positive displacement pump perform wert CE) as it ;;=ps water?
2 The s:::=-ion pressure of a pump is 2,100 psig and the discharge'
- tessure is 2,400 ;sig.
a.
Cal =ulata the " total develcped head."
33) b.
%" cat would the total developed head be if the speed cf the On
- =.
- p were dcubled?
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1, centrthga!
adial is ~Mlled h7 -h.eding on the O
f discharge valve.
ti Can a ; sitive f.s;;a: ace:: pu=; he===:.olled this way ?
(15) a.
Exp l a '--
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Would : bare be a 7 pose *-le proble=s if flow were cc ;: rolled (15) by the r.::1os r".2T9r ? Ex;Osin.
t Co=;a e the pu=; pows _ -v.dre=e::s Ia a positive dis-(20) i c.
placere= ;u=; a:d a.*C I!cw ca&_hgal pump as the dis:ha. ;e valves a o shn=.
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?.'A'.i PEUCM.".ANCE 6.
Pu=ps and fluid Flow (continued)
Unit 6 - Quiz Solutions i
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1.
A part of the pump actually pushes the water out of the pump against the discharge pressure.
l 2.
a.
2,400 psig
-2,100 psig 300 pst b.
Heat a speed Speed is 2 x. '. heat is 4 x i
4 (300) = 1200 psi V
3 a.
No. "xcessive pressure may be created and the pump damaged.
b.
Yes. Possible to have cavitation.
c.
Power to the positive displacement pump would increase, while the other would decrease.
4 The process by which local areas on a pump impeller drop below saturatton pressure and bubbles form and then collapse, i
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l INSTRUC.S.*3 CE m
Unit 7 - Stea: 7.a::t ">'- tions L
CP e ves at the
' don of this unit, the s te :s should have a basic understanding of how c= :al=ulate steam cycle e".":".e.;f by.emperature and heat balance methods. =ow to i=; rove cycle ef*.:*er.cy, a.:1 how to avoid wasting heat.
Specific Wec**ves are given in the text f:r each segment.
2.,
Nfr-e.e.1 E=cuired Text - Unit 7 - Stee-Fa-* '2* '-.!ations a.
b.
7decta;e - Unit 7 - Staa-S'..- "alcula ions c.
Stees Nbles booklet d.
Problem set solutions (. ast he re;roduced kom the Instructor's Guide)
Quizzes (must be reprod. ed it,= te Instructor's Guide) e.
~
f.
7 ewgraphs: none 2..
Ue * - Wesen stion a.
Tell the students the s:c-A ef t. e u..it of ins'.:uction.
b.
b-'--' the students that a 7hssary of new ter=s is included 1: the text.
I.x;. lain to the students te seq;e.. e of instruction you ;Ian c.
to use.
3,ement * - I =em Cvele f'*.etange Iey Potnes:
(1)
Review the calculation of effw.e. 7 with the equation Tout I = 1 p. Make sure ::.at the students understand in
'. ow T and T are chtaised, out in O
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i FU,N ?O..MiANCI 7
S:ee= Plant Calculations (continued)
(2)
Make sure that the students understand wny a p' ant cannot g
be 100% efficient and why the actual effteten y of a plant is always less than its optimum efSciency, (3)
Werk throu;h a sample hest balance wi:r. the s. dents using work out E=phasice the di"erence the equatien E = heet in in terms between this equation and the tef pe a.cre equation, but show how the results are almost be same.
(4)
Gi re exa=;1es to show how refinements.ste.. as feedwater
[
l heating can increase cycle efficiency, i
Sa me 2 - Fest Balances Key Points:
(1)
Show the studen's samples of computer r.ect balance p-intouts that are used in your plant. Point out tr.e vart:r s factors that f
are used in heet balance calculations.
(2)
Take the students through a reactor pcraer heat balance step O'
by step, pointin; out where the computer chtains the data k
that is needed for calculations.
(3)
Make sure that the students understand tr.e ter=s and units that appear on the computet printout. These shr:Id include megawatts thermal, generator gross me;ewetts, u.it net megawatts, and net heat rate.
i r
Seren* 3 - Immavine Cvele Efficiencies i
Note: Th's segment includes operating tips to imprvie plant efSciency.
L.
Be sure to explain to the students which tips are ap",,11 cable to your plant and why some cannot be used.
Key Points-(1)
Emphasize the central point of this se;=er,t - that the best way to improve cycle efficiency is to opera.e tr.e plant the way it g
was designed to run.
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7 Steam ?!snt Calculations (coctinued)
E L
(2)
Show the class a sample of a hear b:e. lance provided by tae
.i 1
=anufacturer of your plant. E=pnas.=e that plant components should usually be operated at the Levals 'svggested.
j 3
(3)
Review the causes of condensate ds:: ession and pow condenser Point cut specific steps Or:st an operator in your vacuum.
plant can take to re,1uce er eliminate mblems in these areas.
(4)
Use'the waterlevel in the feedwarmec: rain system as an f
example of acw an operator should be alert to changes in plant systems and hcw his actions c:en have an impact on plant efftctency.
a r
Scent 4 - Ceduetne Feet We ste Key Points:
c
=
(1)
Make sure that the students unders::2:nd the i=portance of 1
i reducing losses cf heat, steam, andi water. E=pha size that these Icsses =ay create hazar=s 2n the plant, may I,j necessitate addi:: nal maintenance and may increase operating
[y.
costs.
(2)
Review the opersticn of steam trapt art.:1 stress the importance f
of checking steam traps frequently fct-greper cperation.
p (3)
Oiscuss the use cf lagging in your pur::t for systems where i
heat is to be kept in and systems where heat is to be kept cut.
n
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4.
Mblem Set l;
You say ass!;n any or all of the problems in the ;:: nblem set. It =ay also l
be nelpful to in:roduce prehle=s characteristic t~.umur own plant. As the 3
students are werking the pr:ble=s, walk around t:ne coom and rer. dst
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1.elp as needed.
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5:ec= ?lant Chicida:1ons (continusd) 5.
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A shor: review =ay be conducted before you 7tve ::e quiz. De review, however, shoc!d not preview the quiz questicas. 5.1= ply cover key points
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and ask the students if there are any questions.
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?U.NT.*O ".R.tA NCE 7
Stea.= Plant Calculattons (continued)
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Unit 7 - Problem Set Soluticus A A w
7-1.
- he plant that operates between 540 F and 80 F (;1 ant b) would need a largar condensate cocling system, because it is less efficient, and it will have to reject more heat I
to provide 1000 Mw.
7-2.
Yes. The plant was apparently designed to run at maximu:E efSciency with a cooling water temperature of 50 F.
7-3.
Yes. The plant is designed for 100% power, and running it at any other level will adversely affect effetency.
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TG2.T PERFOR.NGNO 7
Steam Plant ZeJ.lation.s (condnued) l 3
T *: 7 - Stae= Plant Calculations
~
s Quiz j
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Nacne-Cate:
Sc re t
1.
Give the basi %ula for ef".iciency used in calculating a heat malance.
(20)
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2.
Why must c?I
--etrics C. eat balance for reacter power) be done if nuclear ins,__ents give a direct reedeut of power?
(20) i
+
F 3.
What is the a 4 mate ef9.ciency of a power plant?
(20)
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2:ee= Flant Calculations (con:inued) 4.
- in etee causes of poor condenser vacum.
(20) g a.
b.
k c.
5.
E:= do steam traps contribute to plant s4fety ?
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Stea:: Flant Calculations (con:i=ued)
Unit 7 - Cuiz Sclutions
~
1*
E = u s aful w rk out required beat in i
2.
Nuclear ins:r.:.ments tend to drift, so calorimetries are necessary L.
for accurate power levels.
3.
10,000 to 10,500 BTU /kw hr or L
30% to 35%
i 4.
(Answers =ay be in any order.)
a.
Low cooling water flow b.
High cooling water te=perature I
c.
Condenser fouling Air leaking Air eineing
.]
5.
By draining water frem the ;1;ing, tey keep water out of the tuttine.
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D;5"RUCMF.'S GCI~:E i
o C::1: 3 - React =r Oer=ai and Ey= suli:.:erfor: nance
'1 1.
Chim s i
At ce con:hsics of this u=1:. $e stucers s ould have a very general u.derstandis; cf te basic cMeetives a:d==.sida.aticus invcived in
}
rese:ct the:=.a! and hydrauli: performance. -"he cet=epts presented in this unit are essental to te : darsta**- cf de s-4c details covered in t:e special sesst:::s that fellow.
L 2.
Meta'* t! t=cutred a.
7t::: - Unit 8 - he.- er Ber-=
- e -i F-ri t"It : Per er ence e
b.
Videotape - Uci: 3 - Peeeter 2+.- e: = : E ri-=ulte ?e.':r ence F:9.: em set scic :ns (=ust he.e;eoduced.'.== the Inst act:r's c.
Gcide)
I d.
Ct"- es (=ust he reproduced 1.
ce *.s:.::ter's Guide) e.
Viewgraphs:
(U 9.1-1 Nel Arrange =ar: Sir.=d.:7 Centerline" f.
- 1 =al and Erf s'.:lic Evalua- :: cf de Kaector" sectice of the 'acility Final Safety Analysis Repcet.
i l
3.
Uni? "
- = sentetten T*C de students 'e scope cf '..e==1: c'i.st: action, a.
b.
~--*-d the studac:s that a glosse y cf =cw ter=s is included w
in teir text.
~h to the s:=das:s the sege = * '
e- -u== ycu ;las j
c.
i to
.se.
S rar.t 1 - ?ha nce Ch4+--'va s Key Feints:
l (1)
R"*-' the studecs $at the =aterial preserted in this u it is Q
vert ;eneral and "-.a: they will he givec =:re details later.
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a.
Reactor ?.e.el and Hydraulic Perfor=ance (continued)
(2)
Review with the students the methods of heat generation p
and removal in the core. Relate these methods to the ways that damage might occur to the fuel and the clad.
(3)
Use Viewgraph 8.1-1 to discuss peak centerline temperature I
and the i=portance of insuring that the fuel does not melt l
l and the clad is not damaged. Discuss the causes of excessive heat in the fuel.
(4)
Give the students the following problem and preside the*n I
with the necessary plant-speciac infor: nation.
8 Cale.date your plant's peak local power from the dest;n thermal power, the design peaking factor, and core construction.
cowe in Mw) x M00
- por
- peek power = (no. of rods) x p 7.
x (length of rods)
How does the peak local power calculated compare with the 4 -.
li=1tations as given by your Technical Specifications ?
t
&m: They should be the same.
Seeme ! 2 - Tare-ure fro-Nucleete Boilino Key Points:
(1)
Review the explanation of film boiling given in Unit 3.
Make sure that the students understand that this segment is concerned with additional ways that film boiling can occur.
(2) 01scuss with the students the meaning and use of DNBR.
i (3)
Trace the flow of water and steam up past the fuel rods.
L making sure that the students understand the concepts of bubbly flow, slug flow, annular Dow, and dryout.
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l FLANT PERFORMANCE 8
Reector n.ermal and Hydraulic Perfor-.ance (continued)
(4)
Briefly discuss the effects of a sudden pressure drop or an increase in the inlet temperature on ON3 and/cr dryout.
Sement 3 - Tem:erstce end
- essure I.imtations Key Points:
(1)
Discuss with the students the effects of sudden temperature changes in metals. Refer to the videotape de=enstration.
(2)
Discuss the concept of critical areas in terms of temperature chacges and thermal stresses. Inferm the students cf where to find the maximum temperature change rate for their plant.
(3)
Discuss the effects of pressure changes when metals are at low temperatures. Make sure that the students understand brittle failure, ductile behavior, and nil ductility transition temperature.
l 4.
P oMem Set Oue to the introductory nature of this matsrial, only the problem in segment cne of these notes is given. We reccmmend that at this point, each student be given a copy of the Reactor Thermal and Hydraulic Evaluation l
' rom the facility FSAR. Read 'through it and explain tne material in terms I
p of the =aterial in this unit.
s.
gsuis A short review may be conducted before you give the quiz. The review, however, should not preview the quiz questions. Simply cover key points
(
and ask tna stadents if there are any questions.
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Reactor ?.ecma.1 and Hyd.raulic Perfor=ance (continued)
Unit 8 - Quir 1.
Define ChW-(15) 2 Why is a CIER s;:ecified as larger than 1 used as a 11=1t?
(20) a 3.
Define drfcuc-(15)
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a.
(10) b.
(10) i iE..
'What limits insure cat the reactor vessel will =ce undergo bri *1e fa11ure ?
(15) 1
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Reacter 2. - at and Ey =rt.1= Perfo:=ance (continued) t Unt: 5 - Cuiz Solutions l
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=c mal local hee: flux 2.
As long as :ne DNBR is Ia.c;er than one. the acnutl heat flux will not L
cause a' w +m n7 i
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Cry out is ;:ccess that =ay occur during accident conditions.
It The heat "" v into the w=-- =ay be sufa.cient.to convert all the water to s== t so that cr_*y stes:: is available to accept the heat
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frem the la.s: length of tha eat transfer surface.
I 4.
- NDT'I"* se for nils-~_'ity transition tec:perature and is the temperata ba,. low which a r.e:al exhibits brittle behavior.
5.
a.
I=mecitate failure b.
Meena fatigue 6.
Limiting the ;:ressure wt"I.e One vessel is below the NDTI will insure that there 1.s so brittle 4+%.
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PIANT FERFORMANCE INTRODUCTION TO THE SPECIAL SISSIChS Units 9 and 10 of this module are special sessions that introduce a 1
certain amount of plant-speciSc material. Because the NIT program has been designed to St into an everall training program prior to systems training, the students are not expected to know a great deal aoout the plant at this point in their training.
The segments on the nuclear fuel systems and reacter components are intended to give an overview of these systems so that the students can understand the bases of the limits that are discussed later. These segments also int:oduce some of the material that the students will have to learn in depth during their systems training.
The segments en heat balances, peaking factors, and thermal limits are designed to cover topics that are sometimes not heavily stressed in operator training. It is important that operators understand the thermal limits and their bases, so these sections should be stressed.
Problem sets have not been included in these special sessions. Ins tead, it is recommended that the instructor furnish related plant-specific material for class exercises. One suggested format is to provide the students with plant-related material the parallels the text. After they have completed i
a segment of text, they can then look over the corresponding plant-specific ma terial. The students will eventually have to understand and be 9-iliar with the plant-specific material as it is written for the plant, but it is
~.
l difficult for a student with little background in nuclear power to understand material extracted directly from FSAR's, Technical SpeciScations, and Operating Procedures. The text can provide the basis for understanding the plant-related material.
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?" ANT ?ETOPya NCE in--:,duc=:an to the Special Sessions (continued) n.e *=1L-.rrt=; are some specific suggestions for materd.21 and methnods that g
can be ussed with the special sessions.
I '.
Obtain the following illustrations from your GR or se; stems desadpuons.
.e niel a ssembly 1
1 Reactor vessel and internals
- r
.e Reactor coolant system flow path f
l
'Use the illustrations to show the speciSc a=sngemes.ss and
- I nomencleture that are' specific for your plart. Make -srare
[
that the students understand the coolant S=w pathsg.
i
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' Obtain a blank reactor heat balance form ".
your plaant
{
operating procedures and a completed fo = f oc the ste:ation
. logs. Give each student a copy of the his k form, anid work through an example with information from de completa:ad form.
r 3..
Obtain information on your plant's thermal a=d hydraulitic
. design features from your TSAR. The des.- iption of thmese features typically centers on a discussion of various ppeaking
.i;i
- factors. Distribute a copy of the informa*.10_- to eachis=2 dent and make sure that everyone understands de deSnitioscs and
.the bases of the factors.
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^Obtain information on your plant's speciSc ::ermal licnns ifrom your Technical SpeciScations. Give each student.:
u
'b ta copy of the relevant limits and their bases as statedd jg I
.in the Tecnnical SpeciScations. Include 11=its on peak. king i r i :
l ifactors, heetups and cooldowns, flux dist:'Pon, anit,x*.ver
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. to H ow. Also provides the students with =;ies of theddog i I i-
- sheets used to verify the limiting conditio:s for operatiticn.
4 i
The students must understand each limit and its basis;,sso be tsure that any additional limits are fully da*-v. Infc=ncation
. (
i
.in the Technical SpeciScations and the TSAR is typicaligy V<
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PIANT PT'UVWaNCT Introdu::ica to de Special Sessions (continued)
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E unex;:lat..ed and undefined, so the s~ws should :s:c be i
directed :o this type of material untir a.*:ar they have read the tex:. Be sure to go through the ;:ur:::t-speciSc I-
- aterial point by point with the studem:s :o insure Fa.:
every point is understood.
5.
The u=it computer is often a source ef;z:inted data ra'atira to the teet balance and thermal limitr_ 35 ovide ea:= student wit a ec;y of the computer printout,,%'erably oca sken I
at a h17: Power level. The students smnuld be ahia m define l
each tem en the printout that relates un t:2er::al 11=its, this a.*vity also provides a conveniam:means of 1._roducinq all of te items on the printout.
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I
.m INSTRUCTOR'S GUIDE Unit 9 - Reactor Fuel and Core Design (BWR) i 1.
Ob!-ettve s I
(
s At the conclusion of this unit, the students should have a basic under-l standing of how reactor fusiis arranged in the core, the purposes of the reactor vessel and the reactor internals, the purpose of core orificing, the operation of the Reactor Recirculation System, and the use of a reactor t
heat balance.
2 Matertal Recuired a.
Text - Unit 9 - Reecter Fuel and Cere Desten (BWR) b.
Quizzes (must he reproduced frors the Instructor's Guide) i i
i c.
Viewgraphs:
(1) 9.1-1
" Fuel Rod" (2) 9.1-2
" Fuel Assembly" (3) 9.2-1
- Change in NDTI with Core Life" (4) 9.2-2
- Reactor Vesset with Internals" l
(5) 9.2-3
" Steam Separators
- t.
(6) 9.2-4
- Peripheral Fuel Support Piece" (7) 9.2-5 "Four-Lobed Fuel Support Piece *
(8) 9.4-1
- Reactor Recirculation System-(9) 9.4-2
- BWR Vessel Arrange =ent for Iet Pump Recirculation System:
(10) 9.4-3
- Iet Pumps" 3.
Unit 9 Presentation Tell the students the scope of the unit of instruction, a.
b.
Remind the students that a glossary of new terms is included in the text.
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to use. There is no videcupe for this unit. It is suggestad I
that the students read c:a *=c segment at a time, answer the questions at the end of dat segment, and then participate
{
in a class discussion on the =aterial.
Swme: t 1 - The W: lear Fuel Systec:
Kay Points:
(1)
Use Viewgraph 9.1-1 to pe::: out the components of a fuel rod. Discuss the commesit:: and purpose of the fuel and the clad.
(2)
Discuss the particular fuel rod arrangement used in your plant and give the sti.nfe.ts a:7 plant-specific data that they =1ght need in this ars.a.
(3)
Use Stewgraph 9.1-2 to disenss the composition of an individual fuel assembly.
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Seement 2 - Res-tor Vessel and Inte-a!s
[
Ley Points:
t 3
(1)
Use Viewgraph 9.2-1 to rer.ew the change in NDTT over core i
life that was discussed in !=1: 8.
Also review the importance of closely observing plar.t hastup and cooldown rates.
'j (2)
Use Viewgraph 9.2-2 to sh:-r the arrangement of the reactor internals and to point out specific components.
(3)
Use Viewgraph 9.2-3 to 111:s-ste the path of the steam / water raixt:re through the steaci separators.
(4)
Use Viewgraphs 9.2-4 and 9.2-5 to show the two types of fuel support pieces. Make m that the students understand the sici.larities and differences between the two types.
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9 Reactor Tuel arr: Core Dest;n (BWR) (continued)
Seement 3 - T' er-st' m.r* 14vdraulle Considerations Key Points:
l
(
(1)
Ciscuss the concept of critical power in rs*w-an to its effect f
r on heat trmnsfer, Make sure that the st, r**m understand that eactr.*nniue of critical power depends cr: a specific set of operatic ::nnditions.
(2)
Relate the. discussion of inlet ortficing to wNe the students have learnnd about noz:les. Make sure tha:c:e students l
1 understarrt. tow nozzles can be used to charge the velocity
[
of water (3)
Provide thw students with specific informat_'c en the normal operatin7 c:nnditions for your plant and review 11 with them, o
Seement 4 - Reseter Rec tr ulatsen System Key Points:
m (1)
Use Viswgrmph 9.4-1 to show the general 1a72.= of a typical Reactor Rec 17culation System. Make sure tha::ne students know whic:t :::omponents apply to your plant.
(2)
Use Viewgramh 9.4-2 to discuss the positicns ::f the jet pumps In the reac:tnr vessel and their connections a_s ; art of the Reactor Rec:.rr.ulation System.
s t
(3)
Use Viewgramh 9.4-3 to discuss jet pump opamen. Trace the flow of'wintor through the jet ;: ump and pet.. out where energy chan; ins occur.
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(4)
Discuss ther nmthod used to control core flow i=1 your plant -
vartable speetd ' pump or vartable position val're.
Seement 5 - 9eector Rest-hienee Key Points:
(1)
If possible...wnrk through a reactor heat bala.ce with the V
students, usitnr2 actual data obtained in your ;fxrt.
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Reseter Tue!
- Core Desi;. 3V."A) (continued) i I
(21
?cint o= which facters := the reactor heat balance equation gue are the: =ost sign 1E-and which can be treated as constants.
1 (3)
Go th...... the three s ;11 Sed methods for deter irdng a; pron--ute core pc-m. Imphasize any that are used in your plarrt..
4
?roblem Set-A problem set is nott:t=:luded with 2 unit. It is recommended that you provide the studer.ts.mth applicah3 ;1 ant-specific training material and information on ycc= plant's Re> _
Recirculation System. Have them read throu;h the matterial and then d:.s:uss it with them.
5.
Quiz A short review may bee cenducted bef: e you give the quiz. The review, however, should not:;rreview the q== questions. Simply cover key points and ask the studentsr!!!.there are a=y questions.
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PIAST Pf.RECE.3J CI On:t 9 - Reactor Tuel and Core 'Lesign (BW10 r
Quiz 1
J Name:
T ata:
Score:
1.
List thrase anside ce=ponents of a fuel':tod.
3 a.
(5) 5.
(31 c.
(5) 2.
List twc. '.iur.ctons of the fuel channel..
a.
CO) b.
a3 3
a.
Whuc is the reactor vessel mada.off?
GC) b.
W%c.is the reacter vessel lined.wrtth?
(51 4.
State twe functier.s of core orificing, a.
(10) b.
(Ig; 5.
Describe :-he ficrw control method used in.;your plant's Reac=:r Rectreulatu=n System.
(ici
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PIAAT FIJJO9Y.AA*CE 9
Res.~.. - Tual and Core Design (BWR) (continued) 6.
Sumse that a significant amount of =cist.:re were being ca.--id JM L
over M the reactor with the steam. Wo.:Id a reactor heat i
t balance obtain a result different from true power? %11y?
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PIR.T PEFJCRMANCE 9
Reactor Tuel and Core Design (SWR) (continued)
Unit 9 - Quiz Solutions n
9.~
1.
(These answers may be in any order.)
a.
Fuel pellets i
b.
Plenum spring c.
Helium (in the plenum)
[
l 2.
(Any two of the following )
a.
Directs coolant flow b.
Guides control tods c.
Protects the fuel assembly during handling I
3.
4.
Low alloy steel
(
b.
Stainless steel 4
(These answers may ce in any order.)
a.
Reduce flow cutback as power is increased.
b.
Distribute the flow so that the highest flow is directed to the fuel assemblies with the highest power production.
t 5.
Either a cr b is acceptable dependirig upon plant arrangement.
a.
Variable speed pumps are used, b.
Puo-speed pumps with variable throttle valves are used.
6 Yes. A heat balance assumes that the water is turned into steam.
If part is not, the heat balance will not reflect true reactor power.
In this case, it would be lower than true power.
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PIANT PERFORMANCE
~ i e
INSTRUCTOR'S GUIDE Unit 9 - Reactor Fuel and Core Design (PWP).3) 1.
Of tectives At the conclusion of this unit, the students should have a a basic under-standing of how reactor fuel is arranged in the core, thew;n:rposes of the reactor vessel and internals, the operation of the Reactc:.:.- Coelant System, and the use of a reactor heat balance.
2 Matertal Recu! red Text - Unit 9 - Receter Fuel and Core Destene l?V.?)
a.
b.
Quizzes (must be reproduced from Instrue:ct"r's Guide) c.
Viewgraphs:
(D 9.1-1
" Fuel Assembly" (2) 9.1-2
" Rod Control Cluster Asse:se_.tly*
(3) 9.2-1
" Reactor Vessel and Inter:urnals" (4) 9.2-2
- Reactor Vessel Flow Pat.Y.h" (5) 9.3-1
" Reactor Coolant !. cop" (6) 9.3-2
" Steam Generator - Type A?A" (7) 9.3-3
" Steam Generator - Type &"3" (8) 9.3-4
- Reactor Coolant Pump Sche =e=4ti=*
(9) 9.4-1 "Resctor Heat Balance" 3
Unit 9 Presentaden Tell the students the scope of the unit of instrm:.:: tion.
a.
b.
Remind the students that a glossary of new ter ac.s is included in the text.
Explain to the students the sequence of ins. don you plan c.
to use.
Dete is no videotape for this unit..!: It is suggested that the students read one text segment at a ti.ttme answer the questions at the end of that segment, and:ti2nen par-icipate Q
in a class discussion on the material.
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r 4.7 FE?JORMANCE 9
Kearter fuel and C:re Design (F.'.'R) (continued)
See-The Nueteer Teal Syste=
M Kar Facts:
0)
Discuss the=== position c.f ee fuel and clad, acd p=1=r out the impcm e of the sv.sg and the helium.
(2)
Use Viewg a;i 3.1-1 to d=~ strate a typical fuet -eer 'ly.
Discuss the Mcular fuet.od arrangemer:t used i= r:rr plant and give ce stude: s plant-specific data tha: 5ey might need.
(3)
Use Viewgra;h 9.1-2 to da-strate a red control.^ ear assembly. D:s:uss the ec_s ruction and co= post :n of the type of red used in yotr plant.
Sem-Reactor Ves sa: end Inte-na!s Kar ?=.=rs:
Q)
Use Viewgraph 3.2-1 to f=-"arize the stude::ts wit te r
reactor co ::p-*~s and that-3:nctions. The objec:=w y
here is only t= witarize de student: in-depth Ic:==r' edge of components V.11 he obt=' ed in systems trair/.ng. If ytw reactor vessel and interna.Is are significantly diffecuc:: tom l
the typical exa:=;1e, provt:ie the students with a h=W of the plant-s;ed- informa*.*.::an.
12)
Use Viewgraph S.2-2 to da- - <trate the flow of cocI.a=:
through the rea_m vessel a.2d the core.
Sece Reacter Cools-- Svstem Kar Me:
U)
Use Viewgraph 9.3-1 to de=== strate a typical react:= =colant loop. Discuss.*a-specific a.rangement of loops, s:sa=
generators, ar.cf ; =ps used 's your plant.
Q Use Viewgraph 5.3-2 or 9.3-3. if applicable, to III e--=ta your steam ge:.ecstor. (Bcd of these types are reci.-% ing y
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3.
Reactet Fuel and Core Design (P%'A) (continued) steam generators. Plants with once-through steam generators should refer to Appendix C on once-through steam generators.)
(3)
Use Viewgraph 9.3-4 to illustrate a typical reactor coolant
- u=p. Discuss the ic;ortance of seal injection.
f e
-t 4 - We t nalenee Calculations l'
rer.es:
(1)
Viewgraph 9.4-1 has been provided to illustrate a typical heat balance form. It is recommended, however, that each student be givin a co;y of the form used by your plant. A calculation can be performed using data from the station logs.
(2)
Discuss any particular information, such as methods used to j
find approximate power, that are plant-specific, f3)
Emphasize the i=portance of the correct performance of heat balances.
f
~
4 S oblem Set A ;rch!em set is not included with this unit. It is recommended that you prmde the students with a;;licable plant-specific training matarial.
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Eave them read through the mate tal and then discuss it with them.
i 5.
Ouiz A sh review may be conducted before you give the quiz. The review, hc mer, should net preview the quiz questions. Sim;ty cover key points and esk the students if there are any questions, t
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7 PIANT PERPOR!.tANCE Unit 9 - Reactor Feel and Core Design (PWR)
Quiz Name:
Date:
4 Score:
1.
List three inside compcnents of a fuel rod, a.
(5) b.
(5) c.
(5) 2.
State two functions of the thimbles in a fuel assembly.
a.
(10) b.
(in) 3 What is the function of the diffuser plate in the core?
35) m a
4 Is botting in a PWR core ex;ected? If so, what are ther limitations on the amount?
(20) 5.
How ts the leakage of reacter coolant along the reactor coolant pump shaft eliminated?
(10)
%)
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Rea:: tor Tuel and Core resten (F%R) konOnud
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Suppose that a afsnitear:: amount of moisture we being carried q
W
. ould a ream heat balance L
over out of the steam garne aters.
i i
obtain a result differe:c "
true power? %?:r?
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PWi~~ PGTORMANCE 9.
Reactor Tual and Core Desig:r 0"ATO (continued) m Unit 9 - Ouiz solutions 1.
(Answers may be in any orda
')
a.
ftel pellets b.
Spring c.
Heltum gas 2.
My two of the following)
Structural support of tfne $1el assomhly.
a.
h.
Culde for control reds c.
House neutron sources d.
House burnable poisert 3.
The diffuser plate distributes Saw to the core so tha' the his;rb
- cwer areas have high flow.
Tes. ' There is soee boiling !=:-he het channels, but it mus= be 4.
m li::ited so that there will be ac s: cam in the upper p.lenun.
- 5..
f =hge. Is eliminated by injec:==; high. pressure cool watar'.into the A p seel.
5.
Yeis. The reactor heat balancs ?ssumes that all the water is==:rn-vec.ed to steem. If it is not. -be heet botence will be off. On this case. the heat balance would.1:.'.icate a power level higher *:nen t=e Power.
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Pl. ANT PERfCRMANCE r
EXAM 1 UNIIS 1 - 4 NAME DAIE SCORE 1.
State the function of each of the fellcwing componente:.m-the T.
steam-water cycle.
a.
Steam Doller b.
Pump 1
m s
c.
Turbine 4
d.
Condenser 2.
Briefly explain the fellowing pressure scales and state.tr.e. units CD usec with each.
a.
Absciuts pressure scale N
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+
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Gauge p. essure scale d5i4 i
I c.
Mercury vacuum scale i
d.
Mercury absolute scale 3.
Sc2eDy define what heat is and state its units.
G)
C t
I I
4 4.
T.at is the relation between heat and temperature?
5)
I I.
I 5.
V. tat is enthalpy a mesure of?
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- . '.A.'.T ?IFICPatANC.!
h I.n.= 1 (ccminued) l 4
E.
Find the ic!!cwing values in your steam tables:
. (5)
Pressure of 300 F satumted steam a.
i t
5.
The energy required to boil ene pound cf water at 835 psig.
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3*. ate the first law of ther=odynamics.
l (5) i 1:teny denne the fcucwing fctms of ener;y.
(5) a.
Pctential energy m
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Kinetic energy r
Internal energy e
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Flow werk Q
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i Exam 1 (continued) i F
9.
Water is cwing through a system at 30 gallens per =1.wice 1;;m).
(5) @
It has a certain kinetic energy. Ecw will its kinetic enew< change if the Cow is invased to 60 gpm?
i i
10.
State the twc par *.s of the second law cf thermodynamics..
(5) c i
(5) 11.
A refrigerauon cycle moves heat from a cold area to a war r.tarea.
(
Oces this violate the seccad law of thermodynamics? %typi t
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List and define the three basic mechanisms of hest transfect.
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f.let a =ade atical re' **-ship betweeru UI e,
Beat Ocw and ta=;:e sture difference b.
East new and area a
14.
%%4t is rwrJ. red for accf.sa:e bciling?
$1 15.
Cafine c-::1 al heat flux (C F).
3)
=
16.
% hat is the ON3 point?
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hty e e :4t!-stage turbines used for the =a:= power producing (5)
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turbbe it. the plant?
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%ty w..id you ever want to " break v6cuum" wtile the turbine is G)
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I 1%N7 PERTRCMA.StE EXAM 1 - SCLUTICNS L
UNIIS 1 - 4 t
Conven water to steem by taking heat into the cycle.
1.
a.
t b.
Pump water frem a Icw pressure to a high pressure. This I*$
puts worx into the cycle.
Ccaven heat energy in the steam into useful werk. Wcrx c.
leaves the cycle.
d.
Ccaven the steam ccming frem the turhine into water and remove heat from the cycle.
2.
a.
Starts at absciute O pressure, with 14.7 at at=cspheric pre s sure. Units are psia.
b.
Starts w'th 0 at atmospheric ;tessure. Absc!ute 0 equals
-14.7 cn this scale. The units are psig.
Starts at st=cspheric and increases as pres sure decrea ses.
c.
Absciute 0 equals 30" on this scale. The units are "Hg.
d.
This is the inverse cf the preceding scale. The units are
- Hg abs.
3.
Hest is the transfer of internal energy and its units are BTU's.
j Cne effect heat has is to change the temperature cf a sucstance by f
4.
increasing the mclecular vibratien. This ef'ect is set for any particular substance and is called the ' specific heat" of a substance.
J, 5.
It is a measurs cf ener;/ s:cred in s substanc=.
b 1
6.
67.000 nji h
J (9 35 psig + 14.7) g
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@ 850 psia g
= 6 79.S STU/lb l
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Inergy cannct be created or destrcyed, xt remains consta,::r M
3.
a.
"'"he energy of position.
1.
The energy of metica.
Ener;y c' =clecular motien and =clecular bcnds.
6' c.
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d.
Energy cf a substance due to pressure =u.!!! plied by it:s t
r volume.
9.
2: will gc, up by a factor of four.
10.
- 1.
~!est na urally flows from a hach tempe.sture to a low temperature.
2.
Nct all heat can be turned into werk; depends upon the te:r.peratures in the cycle.
11..
- Nc. Because work is put in*o the cycle to make it happen.
i 12..
s.
Conducuen - heat transfer through sclid material by vb::s len I
l.
of mclecules.
r.
i 1.
Convection - heat transfer by bulk movement of a fluut Radiation - heat transfer by dire::t s=1ssion.
t.
1 "J..
4.
QaaT 91
.Q=KdT 6
l 2.
QoAd7
_or.
Q = KA 4 T 14.
- Nucleating points and a surface temperature 8 - 10 higher h szaturation temperature.
15.-
The amount of heat flux required to cause a transition to film r
I
&c111rg.
16.
2t is the point at which a departure from nucleate boiling ocmr r_
2t occurs at the c:1tical heat flux.
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x PLA.NT PE?JCM1A'.*CE E.xam 1 - Scluticas (cer:tinued) 17 These are prece sses that happen in the stea= k-'l
. Shrink p
occurs during a pressure increase when the ap;arrr=t level drcps because the steam bubbles in the water ec11 apse;. 3well occars trtng a pressure decrease when the apparer:t leverilncrea ses bec:r::sa the steam bubbles ex;:and ard new bubbles for=
19.
An impulse turbine converts the kinetic energy ef-the steam into werk by changing the direction cf the steam in thar.cving blades.
There is a pressure drep acrcss the nczzles and :nnt across the moving blades. In a reaction turbine, en the cther-hand, wcrk is chtained by allowing the steam te ex nd acrcss tt:te moving blades A
and create a reaction fcree. There le a pressure r=p across beh the moving blades and the stationar/ hlades.
19.
Multi-stages turbines are used to get the maxi =n:.umeunt cf werk cut of the steam.
~
20.
Tc rapidly step the turbine in an emergency.
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D'SIRUCTOR'S GUIDE j
e Cnit 10 - B%?. Performance
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Obf ective s a
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At the conclusion of "s.=:it, the students should have a basic under-standing of the inf t.a '.
shown on a power-flow operating map, the bases for various c;4rs *=g limits, the role of ther=al limits in
- rotecting the inte7
- ity Of -he fuel, the use cf ;eaking factors in power distribution ca*.=*e-*.:ns, the =ethods used to assess the probability of fil= be'M, and the steps that have been taken to minim!te specif1: types cf hel failures.
2.
Meterial.eed.M a.
Text - T * ' - '-- - e n C
- b.
Quizzes (=.c he developed and reproduced locally) 1 c.
Viewgra?s:
g (1) 10.1-1 "P:wer-now Map fer Constant Recirculation i
Pu=p Speed" (2) 10.1-2
" Power-now Map - now Control Lines" (3) 10.1-3 "St=plified Power-now Map" y
(4) 10.1-4
" Power-now Map with Minimum Power I
Line and Rod Block Line" (5) 10.1-5 "Pexer-now Map Normal Operating t
Conditions" (6) 10.1-ii "3WR-5/6 Power-now Map" q
(7)
-10. -1
" Steam Quality vs. Oct11ng Length" (8) 10.2-2
" Steam Quality vs. Boiling Length:
Operating Conditions
- 3.
Unit 10 Prasan z*'ec N
a.
Tell the sede=s the scope of this unit of instruction.
V b.
Remind the s=derts that a glossary of new terms is included
- m.
in the text.
373 1
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____m-F.A'*T PERTOR.V.ANCE 10.
BWR Perfomance (costtnued) c.
Explain to tne students the sane _nce of us n.:non vet he M
to use. Dere is no videotape for t.is u.it.
It is suggestec that the students read one tex. se;=ent at a time, answar 1
the questions at the end of de se;=ent, and then participate in a class discussion. ne discus sten should include related plant-speciSc material.
S=c :ent 1 - Bot!!nc Water Paector Power-71ew Mao j
Key Points:
l (1)
Note that the illustrations used 1. tnis segment refer to a typical BWR plant. Provide the s udents with related plant-speciSc =aterial and point out diffe ences between the typical plant and your plant as eech topic is covered.
(2)
Use Viewgraph 10.1-1 to introduce de power-flow rnap.
Review the meaning of each of the lines and discuss the ways in which power is controlled in your plant.
(3)
Use Viewgraph 10.1-2 to discuss flow control lines.
l Make sure that the students unders*nd the difference between this power-flow map and the one shown in Viewgtsph 10.1-1.
(4)
Use Viewgraph 10.1-3 to show how plant operations can r
be mapped. Discuss the considerations and procedures that your plant uses.
(5)
Use Viewgraph 10.1-4 to discuss openting limits. Provide the students with specific information en your plant's operating limits.
(6)
Use Viewgraph 10.1-5 to discuss nocal operating conditions for a typical BWR plant. Obtain or develop a similar power-Dow I
map that defines the normal operating conditions for your plant. Point out areas in which opentien is restricted, and discuss the bases for these rest:te-tons.
V W
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378 2
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s x-PLANT PERTORMANCI 10 SWR Perfer=ance (continued)
(7)
D' Use Viewgraph 10.1-6 to discuss power-Dow ccustdrzations for a BWR-5/6 plant, if applicable.
M ent 2 - Pedeter P!snt Ther al T.imits Key Points:
(1)
Discuss the design limit fw fuel failures in your plant.
Include a review of your plant's fuel performance record and the potential effects of fuel failures.
(2)
Review the three basic types of thermal limits. Discuss the bases of specif!c limits in your plant that protect the fuel under various conditions.
(3)
Make sure that the students understand the meaning and purpose of each of the various peaking factors and heat generation rates. Discuss the ways in which power distribution calculations are made in your plant.
(4)
Use Viewgraphs 10.2-1 and 10.2-2 to illustrate how the relationship between steam quality and boiling length can be used to assess the probability of film boiling. Discuss the use of this concept and others in setting thermal limits to prevent film boiling.
Secment 3 - Neeleer Fuel Perfor nency Key Points:
(1)
Review the units of fuel burnup and make sure that tne students understand the meanings of the terms.
(2)
Discuss the machanisms of fuel failure described in the text. Stress any that have caused problems in your plant.
(3)
Discuss the steps that have been taken to minimize spec 1Sc types of fuel failures. Point out any design features of your plant's fuel syste= or any of your plant's operating procedures that deal spect".cally with minimizing fuel failures.
378 3
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l KJJ ; PEFFC.".ANCE 37.7.W.ance (continued)
MhI-= Sc M
A ;rchlem sac is not included with this unit. You may wish to develop
- r
- 61 ems cc ;;~. ant-speciSc material and work through them with the s ndents.
+
5.
.Qsit A #2 is ccc +1uded with this unit. You =ay wish to develop a quiz cc ;1 ant-spac".f.c material and administer it to the students.
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C:.it II - PWR Parfor=ance 1.
OPos r
At the #- Mon of "s ' *. =Le students should have a basic 1.mder-stancing cf ;ressu e.a= 4:s== 11mits, heatup and cooldown stresses.
(
the purpcs4 e.=d use of dec=a" 2 =1ts. PWR peaking factors, the methods used to demse to W-C-*'* y of film beiling, and the steps that have been tai 4: = mini =12s s;e-**-
ypes of fuel failures.
2.
Me:- e! Re ed a.
Text - W."' h ':r~cce b.
~ "a:izzes (==st he developed and reproduced locally) c.
Zewgraphs:
l C) 10.1-1
!.2) 10.1-2
"'* ccations for Analyzing the Shift in RT ;DT (3) 10.1-3 "T;eutron nuance vs. nme" ft) 10.1-4 Tansion and Compression" (f) 10.1-5
- :smposite of Heatup and Pressure Stresses
- 3) 10.1-5
- :omposite of Cooldown and Pressure Stresses" 7) 10.1-7
""'y;:1cs! PWR Heatup and Criticality Limits"
(?)
10.1-5
- ypical PWR Cooldown Limits" (3) 10.2-1
~~2 eet Production vs. Core Position
- CO) 10.2-2 Otal Enthalpy Rise vs. Ccre Position" 02) 10.2-3
- C:-1:1 cal Heat nux vs. Core Position" f!2) 10.2-4 SNER vs. Core Position" 3.
Ca.it ' T N s er a -'oc
'I a.
Te21 the s=dects c.e scope of this unit of instruction.
v b.
IM94 de s=desc.s hat a glossary of new terms is
- meluded is te tez:.
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F ;NI FETJC:yANCE 10, rWR Ferh-.ance (:ontinued)
Bolain to the students the segue::e of 1:s=uction you c.
g plan to use. There is no video a;e fx tids t=it. It is sug;ested that the stude.ts read = e tax: se;=ent at a time, answer the questions at the end cf to segment, and then participate in a class dis::ssi::. The discussion should include related plant-spec 1S: =atarial.
s,- ant 1 5 e s surf rM We ter Pae eter O a-2.-- 0:1 ve s Key Points:
(1)
Note that the illustrations used i= iis se;=ent refer to a typical PWR plant. Provide t:e s=dants with related plant-speciSc material and pei : out differences between the typical plant and your ;'a:t as each topic is covered.
(2)
Review the types cf metal failure eat we.e 1 Toduced in an earlier unit. E=phas12e the role cf temperature and
^
the meaning of NDTT and RT (3)
Use Viewgraph 10.1-1 to discuss ce efe:t of fast neutrons on RT se ewgra 10.1-2 m s b N DT.
where this effect is analyzed (if such a.alyses apply to your plant), and use Viewgraph 10.1-3 to show the change in this effect with time.
(4)
Use Viewgraph 10.1-4 to make sure dat te students understand the meaning of tension esd c==;tession.
Then use Viewgraphs 10.1-5 and 13.1-5 to discuss the effects of various types of stresses a: ce pressure vessel. E=phasize what occurs d=12; hee =p and cooldown.
(5)
Use Viewgraphs 10.1-7 and 10.1-2 as a basis for introducing PWR heatup and cocidown curves. If possible, provide the students with actual curves for your ;1a t and relate the
.L.
general information in the text to spe"".: data for your plant.
I Discuss what these curves mean to de c-stor.
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PIANT P.'.".UCR.WaNCE 10 PWR Ferfor ance (continued) l (6)
Discuss the specific thecme.111=1ts that apply to yczc ; dant's pres surtzer.
S -ant 2
- ae-er P! ant "D emal !_t-e s__
Key Points:
(1)
Discuss the design limi 2:2-3:e1 failures in your h
,l include a review of your;ilant's fuel performance rW t
(
and the potential effects c253:el failures.
(2)
Review t's three basic tyw of thermal limits.
Ns
{
the bases of specific 11:::'*. s in your plant that protec: ne
(
fuel under various condi-*me t;
(3)
Make :ure that the studen= understand the meaning and use of each of the peess :n-facters discussed in the text.
(4) 01scuss the methods used.i:n your plant to perform N calculations, include the me of het channel facters.
{
as applicable.
Peint out ci." erences between the C-1 infor nation provided in the next and the specific ma -
1 used in your plant.
F f
(5)
Use V!ewgraphs 10.2-1 thcca:gh 10.2-4 to illustrate hcw f
CNBR calcdations can be c:x;ned. If possible, prevtda or develop similar graphs uz:ng plant-specific data.
Sec ent 3 - Nuclear R:el Performance Key Points:
(1)
Review the units of fuel bucnup and make sure that the students understand the mee:nings of the terms.
(2)
Discuss the mechanisms cf anal fa!!ure described in the text.
Stress any that harve caused problems in ycur plant.
(3)
O Discuss the steps that have h taken to minimize s;e:::ific types cf fuel failures. Pctnt:::nst any design features c:'
378 W
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-m PLANT PIRPCTO.'.ANCE 10.
?WR Performance (continued) your plant's fuel system or any of your plant's operating g
procedures that deal specifically with minimizing fuel fallutes.
4.
P*oblem Set A proble:n set is not included with this unit. You may wish to develop pro:lems on plant-specific material and work through them with the student s.
5.
Cyt z A qui: is not included with this unit. You may wish to develop a quiz on plant-specific material and administer it to the students.
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't F'. ANT PERTORMANCI 10.
F'.G Perfor.acce (continued) your plant's fuel system or any of your plant's operatirx; g
procedures that deal specifically with =inimizing fuel fa tlures.
4.
Problem Set A problem set is not included with this unit. You may wish to develop protlems on plant-specific znaterial ar.d work throuph them with the students.
5.
Qqll A qut is not included with this unit. You may wish to develop a quiz on plant-specifte material and administer it to the students.
C O
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i PLANT PERICRMANCE EXAM - 2 e
1
' IJNIIS S - 8 l
NAM E DATE SCCRE 1.
% tat are the two functions cf the condenser?
(15) 2.
%3y dces the ccndenser cperate at a vacuum?
(5) l L
e 3.
Snefly describe how toc =uch flew and nct enough !!cw thrcugir ::ne (10)
(
ccndenser may adversely affect plant efficiency.
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I Mcw dces heating the feedwater with turbine bleed steam increase (5) 4.
plant efficiency?
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Ust ene side benefit derived f.c= using a stes= extra *.ica syste=.
(5)
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Make a st=ple gra;s cf bcw ;: essure Icss R.ead Icss) varies in a (10)
L syste= as the flow ine ense s.
- sbel both axe s and also state a p.mpc.".ic.ulity that define s :ta graph.
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(5)
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Orsw a e711fied cross section of a jet pump (or educ:cr) and explain (5) bcw tt wcres.
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3.
Meie a s'..;e graph of how pressure and ficw vary with a (10) cc::rfm_1 ;:=p. Plot the variables at speed 1 and at scme spee'd 2 P.-a: is w.:e speed 1.
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10.
b;1ain brtefly hcw a calorimetric (heat balance) is performed to G) g ftus reac:cr pow r.
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Why are calettmetries performed?
G)
I 12.
Define the !c11owing terms as they are used in relation to the (5)
{
prcductica of power in a nuclear plant.
a.
Megawatts, thermal b.
Net megawatts i
r c.
Net heat rate i
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Name the ;1 ant component with which the operator can have the 5) greatest effect on plant efficiency.
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h are two cDjectives to the thec mi and hyd.at '- - d esign to (5)
- =c
- tect the fuel frem damage. Lis:- a two cbjec-:rzes.
15.
W.Y,yls pressure in the reactor vesseC E=1ted whe=:me ta=perature 3) is liow ?
16.
W?ny are very rapid changes in plant. tare erat.:re p _ ~ 'T.ed?
5) e v
17.
While reading an anslysis of a hyper.Wal accidec:. ycu find this 3) s anrment:
~~~h_re is then a rapid drcp in react-,- essure and :ta DNBR dreps
= id:ss than one."
Whac wculd you expect the conseque. as of r.Ms to he?
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PLANT PERTCR3.1A.W.
EXAM 2 - SCLCnCNS UNIIS 5 - 8 1.
To remove heat frem the steam cycle e.sd to conserve the water 2.
The tem;<rature cf the steam ec.T.ing 5:= the turbine is reduced by cperating with the ccndenser at a rac_"am. This increases plcnt efficiency, i
3.
Too much Scw may create ec xtensate da;;ressien, which wculd represent wasted heat. Too little Scw would cause a decrease in 4,
vacuum, which, in itself, would cause a ! css in efficiency.
4.
It utill:es the latent heat in the stea= t: preheat the feetwater.
This, in turn, increases the average ta=perature at which heat is added to the system, 5.
S:. aller low pressure turbines 6.
Pressure (Head)
Loss Head Loss 2 Flow 2 Flow ES.2-1
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Power a(p==p speed) 8.
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4.s *.he nor.21e.
b.
In the cc:vergerc sezzle, ; esras head is changed te velocity head.
The low pressure area pd:s wate.*.:= the suction-D c.
The drie.:7 water and the s.:=._ ws:er ci:.
e.
f.
The velo:::y cf the ixed 6.: g water and suction water is converted to pressure head.
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10.
The feedwate:-3.:.let enthalpy is sC-acted fres *J.e steam outlet e r. thal py. The f.fference is the: =d:tpiled by the feedwater i
6-ficw rate.
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11.
To ccrrect t*:e c: curacy of nuclear i=strumentatica '
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The he4C esegy that tha reac:.:r actually produces, h
12.
a.
b.
.The elec:=1 cal power prodcced that is available to sell to custcmets c.
The cu..=>st of STU's that the ;1 ant takes to make one K'A~iR cf eiectrA r
13.
The condensac-i i
14.
(1)
Limit f.:e2 strain to less tha= 1%
(2)
Prevent t:ne fuel from meltisq l5.
To avoid br.+..~_e f2.1.1ure k
16.
To avoid exce:cr.: re stres ses that w-r.:.id be caused by extreme te=perature d*-" mace s.
These wedd. In tura, cause metal fatigue or evsm damage.
I 17 T.xpect flim bm"7 to cccur and ;r:'ahle fuel da= age I
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