This study presents an approach for estimating fuel boil-off behaviour in cryogenic energy carrier ships, such as future liquid hydrogen (LH2) carriers. By relying on thermodynamic modelling and empirical formulas for ship motion and propulsion, the approach can be used to investigate boil-off as a function of tank properties, weather conditions, and operating velocities during a laden voyage. The model is first calibrated against data from a liquefied natural gas (LNG) carrier and is consequently used to investigate various design configurations of an LH2 ship. Results indicate that an LH2 ship with the same tank volume and glass wool insulation thickness as a conventional LNG carrier stores 40% of the fuel energy and is characterised by a boil-off rate nine times higher and twice as sensitive to sloshing. Adding a reliquefaction unit can reduce the LH2 fuel depletion rate by at least 38.7% but can increase its variability regarding velocity and weather conditions. In calm weather, LH2 boil-off rates can only meet LNG carrier standards by utilising at least 6.6 times the insulation thickness. By adopting fuel cell propulsion in an LH2 ship, a 1.1% increase in fuel delivery is expected. An LH2 ship with fuel cells and reliquefaction is required to be at least 1.7 times larger than an existing LNG carrier to deliver the same energy. Further comparison of alternative scenarios indicates that LH2 carriers necessitate significant redesigns if LNG carrier standards are desired. The present approach can assist future feasibility studies featuring other vessels and propulsion technologies, and can be seen as an extendable framework that can predict boil-off in real-time.

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In the field of mathematics, the advent of the war has not yet created many major changes. The most noticeable one is that more pupils are now enrolled in the mathematics courses than formerly. That the pupils are learning the subject better than in pre-war days is also quite apparent. I am not quite so certain that we are teaching it better. The war is the cause of the great increase in the enrollments, and the pupil's motive for studying mathematics is the most powerful in existence, that of retaining his life, and the life of freedom. If we do not recognize the strength of this force acting in our favor there is danger of our becoming apathetic. It behooves us to add vitality and meaning to the abstract theory that we teach. Unless we improve the quality of our work, and arouse the interest of the pupils in this field, we are going to experience a terrific jolt when the motive furnished by the war is gone.

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