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Lesson 9: Structure of an NCSE

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Lesson 9. Description of projects Accident presentations Overview of NCSE. Project description. Project description. Project description (2). Project description (3). Structure of an NCSE. Cover sheet. Strict format: see example. Outline of Typical CSE. Introduction - PowerPoint PPT Presentation

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Page 1: Lesson  9

Lesson 9: Structure of an NCSE

Page 2: Lesson  9

Outline

Structure of an NCSE Example DOC in Public area

Page 3: Lesson  9

Structure of an NCSE

Page 4: Lesson  9

Cover sheet Strict format: see example Evaluation is YOUR first three initials plus

-01 Be sure to change the header to agree (all

WORD section!) Title should distinguish it from all the

others in the same overall task. Title should say what is being stored where

Page 5: Lesson  9

Outline of Typical CSE

Introduction Description of process Computational methodology Discussion of contingencies Evaluation and results Design features and administrative controls Summary & conclusions Appendices

Page 6: Lesson  9

Introduction

Why the work is being done Scope: Exactly what process is being

analyzed. Where its responsibility starts and ends

Revision history Necessary administrative boilerplate

Page 7: Lesson  9

Outline of Typical CSE

Introduction Description of process Computational methodology Discussion of contingencies Evaluation and results Design features and administrative controls Summary & conclusions Appendices

Page 8: Lesson  9

Description of process Necessary description of the process

Overview of the procedural steps Important interactions with preceding and following

processes (and any others) Necessary description of the hardware

Gloveboxes, canisters, storage racks, etc. (PICTURE) Relative positions, etc. (ROOM PICTURE) Special materials

Different variations allowed in geometry and process (i.e., that are important to criticality)

Compare to the Contingency Table to make sure that all of the controlled MAGICMERV parameters are mentioned but do not quote the controlled values of the parameters.

Page 9: Lesson  9

Description of process (1) From the ExampleCSE:

Page 10: Lesson  9

Outline of Typical CSE

Introduction Description of process Computational methodology Discussion of contingencies Evaluation and results Design features and administrative controls Summary & conclusions Appendices

Page 11: Lesson  9

Computational Methodology Non-KENO

Indication that relying on ANS-8.1 limits and/or hand calculational techniques

KENO Indication that relying on criticality

calculations+• Basis of criticality control (USL)

Description of the codes used (do not copy) Description of the computer used (do not copy)

• Point to the (fake) verification document Summarize validation (i.e., tell me the USL)

and point to the Validation appendix

Page 12: Lesson  9

Computational Methodology (1) Mention that the basis of criticality safety

is…and list the MAGICMERV parameters you are controlling

Point to Section 7 for the controls themselves

Page 13: Lesson  9

Outline of Typical CSE

Introduction Description of process Computational methodology Discussion of contingencies Evaluation and results Design features and administrative controls Summary & conclusions Appendices

Page 14: Lesson  9

Discussion of contingencies

Discuss how contingencies were identified (copy the first two paragraphs)

Contingency Table 5.1 including controls (it had better agree with your discussion!) I will look for the BIG THREE even if the example

CSE did not have all of them! Parametric review: Step-by-step sweep through

MAGICMERV, either listing contingencies or saying why the parameter was N/A and/or saying what was assumed for it.

Page 15: Lesson  9

Discussion of contingencies (2)

Errors in ExampleCSE: Mass: Normal and Contingency should have

included his actual mass limits (3.1*1.2 and 3.1*1.2*2 kg)

Geometry: Should have said cylinder Enrichment: Normal should have said 100%,

not N/A Volume: Should have done the math under

Normal and said 4.4 L

Page 16: Lesson  9

Discussion of contingencies (3)

There is one subsection per MAGICMERV parameter All contingencies in the category should be

listed and described Each should include a statement of why it is

unlikely Student was counted off for saying UNUSED

parameters were “not considered as a contingency” rather than “not controlled”

Page 17: Lesson  9

Outline of Typical CSE Introduction Description of process Computational methodology Discussion of contingencies Evaluation and results Design features and administrative controls Summary & conclusions Appendices

Page 18: Lesson  9

Evaluation and results

Materials discussion, including assumptions (point to Appendix A)

Normal Model development Normal & accident Simplified through the use of parametric studies

Contingency case models as variation on normal model

Page 19: Lesson  9

Evaluation and results (2) JUST DO IT: Calculate the normal case and each

of the contingencies you have identified Table of results that stands alone

Like Tables in Section 6.4 of ExampleCSE Enough column to differentiate cases (repeat columns

from contingency table, if desired) Keff+/-sigma column AND Keff+2sigma column Mark the limiting case with BOLD or larger font (or

both) Discuss results in text

Page 20: Lesson  9

Table x. Calculational Results

Case Description column(s) keff s k-eff+2s

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Page 21: Lesson  9

Outline of Typical CSE

Introduction Description of process Computational methodology Discussion of contingencies Evaluation and results Design features and

administrative controls Summary & conclusions Appendices

Page 22: Lesson  9

Design features and administrative controls

Description of: Engineered safety features Posted controls

Most important and most often referred to Very controlled format

Control 7.x.x: Actual posting wording Basis: Follow the example, pointing back to the

analysis to say why your analysis requires it. (NOT why violating it is bad)

It is helpful to think of the Basis as being a note to future NCS engineers about why you thought this was necessary. [Tearing down walls]

Page 23: Lesson  9

WHAT you control Limits are set so that criticality cannot occur

when operators comply with the limits Examples

Mass limit is MAX 350 g 235U per canister (i.e., maximum mass)

Concentration limit is MAX 1 g 235U/liter (i.e., maximum concentration)

Moderation limit is MAX H/U = 4 (i.e., maximum moderation)

Volume limit is MAX 4 liters (i.e., maximum volume) Container limit is MAX 4 containers (i.e., maximum number

of containers) Spacing limit is MIN 2 feet (i.e., minimum spacing) Stacking limit is MAX 4 high (i.e., maximum number of

items in a stack)

Page 24: Lesson  9

HOW you control The example did NOT use Engineered safety

features, although I like to see them! Remember our preference

1. Passive control: railroad bridge over highway2. Active control: lights and gate at railroad crossing3. Administrative: stop sign at railroad crossing

Page 25: Lesson  9

Control Selection Passive engineered control examples

Mass: container design (i.e., limit container size) Absorption: solid poisons (Raschig rings, boron-Al

plates Geometry: container design (slab tanks, pencil tanks,

bottle diameter) Interaction: spacers (storage racks, bird cages, carts) Moderation: sealed containers or systems (covers on

storage racks to exclude sprinkler water) Reflection: spacers (storage racks, bird cages) Volume: container design

Page 26: Lesson  9

Writing Controls Clear Concise Unambiguous Doable

Simple and easy to perform Directly controllable by operator

Language that an operator will understand Relates to upset/change that needs to be

prevented

Page 27: Lesson  9

Design features and administrative controls (2)

In addition, Appendix C contains PowerPoint slide examples of the Postings themselves

Page 28: Lesson  9

Outline of Typical CSE

Introduction Description of process Computational methodology Discussion of contingencies Evaluation and results Postings & controls Summary & conclusions Appendices

Page 29: Lesson  9

Summary & conclusions

Summary Conclusions

Page 30: Lesson  9

Appendices: Follow examples A. Materials and compositions B. Input and output listings: Use COURIER NEW

font for listings C. Postings: WYSIWYG using colors D. Comment review sheets (Deleted - no longer

required) E. Validation check sheets (Deleted - no longer

required) F. IDC Listing (Deleted - no longer required) G. Validation report: Which we covered last time H. Parametric studies: See following slides 30

Page 31: Lesson  9

Immediate information that the operator would NOT be expected to remember from training

Very controlled format in Sect. 7 Control Basis: Tied directly to Section 5 (Do not add or

subtract) Similarly controlled format in the posting itself:

Important words CAPITALIZED and possibly in a stand-out color

Few articles (a, an, the) No convoluted IF/THEN syntax [KISS]

Appendix C: Postings

Page 32: Lesson  9

Appendix C: Postings (Example)

Nuclear Criticality Safety Limits and Controls

• NO MORE than 4300 kg Plutonium per 8-liter container. •NO MORE than ONE operator may carry ONE 8-liter container at a time to the drum loading area. 

Page 33: Lesson  9

App. G: Validation

We discussed the technical aspects last week, so just be sure to document it according to the ExampleCSE

Include: Table of cases used Discussion of USL formula, values used, and

final determination of USL Questions asked and answered to support MSM Complete table (using the format from Test#2,

NOT from ExampleCSE

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Page 34: Lesson  9

App. H: Parametric Studies

Stand alone pre-analysis studies in order to refine the normal case (What is normal?)

Ideal: Perturbations on limiting case At minimum:

PS#1 = Worst case of concrete PS#2 = 12” of water is infinite PS#3 = 6% water for sprinkler is conservative

Follow format of ExampleCSE

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Page 35: Lesson  9

Parametric studies Arise out of modeling questions

Most reactive material makeup Most reactive reflection Most reactive placement of fissile (primary) Most reactive arrangement of other material

(including other fissile elements) Acceptability of modeling simplification (e.g.,

leaving out walls, ceilings, etc.) Sometimes order matters—you want to clear

up the most “independent” modeling questions first to use in the others

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