Training Program Overview Produced by LeBlond & Associates, LLC

1. Training Program Overview Produced by LeBlond & Associates, LLC • Thanks for taking the time to view this presentation • It’s about ten minutes long • This presentation will advance automatically • until you see this symbol • which means “click to advance” Click on this when you are ready to proceed

2. Design Control, Configuration Management, and Control of Engineering Margins Developed and Presented by LeBlond and Associates, LLC

3. Contents of This Presentation(color coded by topic) • Why has this course been developed? • How will the course be structured? • How will the presentation actually proceed? • What is the current delivery schedule?

4. Why Has This Course Been Developed? To provide students with an understanding of “Design Control” from: • a Regulatory viewpoint • What does “Design Basis” really mean? • a Quality Assurance viewpoint • What does Criterion III actually require? And most importantly… • From an Engineering viewpoint • How do I determine the design of an SSC? • Students typically struggle with these concepts • The “Typical Student Questions” on the next slide are indicative.

5. Typical Student Questions • What is the difference between Design Input, Design Requirements, Design Basis, Licensing Basis, and other similar terms? • Is Design Control the same as 10 CFR 50, Appendix B, Criterion III? • What is Configuration Management and how do I apply it? • How do these processes relate to Design Control? • Corrective Action? • Operability? • Change/10 CFR 50.59? • Parts Evaluations • Temporary Alterations and Temporary Changes? • Which documents do I review to determine an SSC’s design? • Do alterations to a calculation affect an SSC’s design? • and other similar questions. The actual course’s slide introducing the Major Course Objectives is next.

6. Major Course Objectives The student shall Define and Identify: 1. Design Control using terms from Regulatory Guide 1.186, 10 CFR 50.2, and industry standards. 2. The major elements of 10 CFR 50, Appendix B, Criterion III, “Design Control”. 3. The relationship of 10 CFR 50, Appendix B criteria to Design Control. 4. The structure and use of a Configuration Management Model. 5. The relationship of Design Control to the activities described below: • Routine Modifications • Corrective Action • Operability Determinations • UFSAR and DBD Updating • Calculation Control • Discrepancy Resolution • Alternate Parts Replacement • Engineering Margin Management 6. The use of DBNPS’ procedures to implement the activities described above. 7. The relationship of course learning objectives to INPO’s assessment plans.

7. How Is This Course Structured? • Four fundamental questions will be answered • Very basic summary of answers is provided here • What is the “language” of Design Control? • Critical terms, and their interrelationships, such as Design Basis, Design Requirements, Licensing Basis, UFSAR content, etc. are graphically illustrated. (Practical identification of site documents is included.) • What are the regulations that govern Design Control? • Design Control is controlled by 10 CFR 50 Appendix B • How does Configuration Management relate to Design Control? • Simple model that works in most cases • How is Design Control applied in practice? • Ten examples are used to illustrate common problems To see more about the methods used to illustrate these concepts, click here

8. Use of Graphical Learning Aids • Four flowcharts/graphical aids are developed as part of “answering the four questions” • Flowcharts build upon each other to illustrate: • the variety of terms used in design control • 10 CFR 50 Appendix B’s role in design control • Configuration Management • Identification and Management of Engineering Margins as part of design control

9. Use of Ten Illustrative Examples • Ten realistic examples are presented to illustrate practical application and common errors • They examine the role of design control in the following processes: • Routine Modifications • Corrective Action • 10 CFR 50.59 • Operability Determinations • UFSAR and DBD Updating • Calculation Control • Discrepancy Resolution • Alternate Parts Replacement • Engineering Margin Management • These examples continually reinforce application of: • Standardized terminology • Applicable regulations • Engineering design practices

10. Site-Specific Customization • The course is intended to be “customized” to either: • Each site’s procedures or • Address site-specific design control problems or • Some combination of #1 and #2 • Typical Procedure customization • Site-specific procedures are compared against the guidance, regulations, and course learning objectives • Students are led through an overview of their procedures • An option is available to allow a site to conduct an procedure improvement cycle prior to incorporation into the class material • Typical site-specific design control problem customization • Specialized presentation is developed to illustrate site’s issues • Presented at the end of class to build upon learning objectives • Treatment of Temporary Alterations, design basis reconstitution, control of calculations have been presented in the past Click here for more detail on the course’s characteristics

11. Additional Course Characteristics • Two days in length • 16 hours of instruction with 2 hours for review/exam • Includes time for procedure review and/or site-specific problem presentation • Attendance by a wide variety of students is appropriate, but… • Intended for “Response to Conditions Adverse to Quality” graduates • All reference material is located in a separate book • Latest industry guidance is provided • Main presentation file proceeds “front to back”, with each slide in sequence • An outline of two course segments follows Click here to view an outline of two segments of the actual presentation

12. Illustration of Two Selected Course Segments • First selected Course Segment illustrates the development of the course’s “Flowchart #1” • Flowchart #1 graphically depicts the core terminology and their interrelationships • After development of Flowchart #1, the students classify a set of site-specific design material which includes • UFSAR material and internal content • Identifying Design Basis Functions versus Values • Calculations • Drawings • Procurement specifications • Etc • Second Selected Course Segment places various pieces of design information onto a design margin model • Based upon Regulatory Issue 2005-20 • Used to illustrate management of engineering margins

13. Terminology and Interrelationships • Flowchart #1 is slowly developed over two hours of class. • Each animation on the next slide represents a separate learning objective. • The classification of site-specific design material occurs after the class is familiar with Flowchart #1. • This “final exercise” takes an additional hour • This classification involves placing drawings, figures, procurement specifications, vendor technical information, etc in their proper location on a Worksheet/Flowchart. • The goals of this segment are: • Understand the various terms and their interrelationships • Classify various site-specific documents according their role within design control Click here to watch Flowchart #1 develop over a 30 second time period.

14. Design Process Design Input Design Output • Requirements • Design • Regulations • Others • Calculations • Analyses • Evaluations • Others • Specifications • Drawings • Lists • Others Click here to view a portion of the site-specific design document classification exercise. UFSAR • Design Bases • Design Bases Functions • Design Bases Values Supporting Design Information • Descriptive information • Design Bases/limits on operation • Safety Analyses Licensing Basis (Docketed material)

15. A Portion of the Site-Specific Design Document Classification Exercise This portion of the worksheet distinguishes a presentation of a calculation in the UFSAR from the calculation itself.

16. A Portion of the Site-Specific Design Document Classification Exercise Click here to view the second, selected course segment. This table is completed as a classroom discussion while remaining oriented to Flowchart #1.

17. Use of a Design Margin Model • A margin model is developed based upon Regulatory Issue Summary 2005-20 • It is an expansion of the model used in “Response to Conditions Adverse to Quality” • The class identifies the types and sources of design information that populates each line • Identification of margin differences facilitates “margin management” • The following slides illustrate: • the development of the model • practical application of the model by identifying key pieces of design information

18. Installed Capability, Design Requirements, Full Qualification, and Required Functions • Review Regulatory Issue Summary 2005-20, Sections 3.4 and 6.3 • Major Points: • Diagram describes typical design/licensing practices • Combined with previous discussions, four points have been discussed • Actual installed/purchased capability in the field • Design Requirements • May be the same as installed capability • Full Qualification • Restoration of Full Qualification is Criterion XVI Objective • Required Function under accident/design conditions • Extensively used in Operability Determinations These elements of RIS 2005-20 are reviewed to identify the capacity levels that dictate differing regulatory treatment. Click here to review the model.

19. Basic Design and Licensing Practices Installed Capability ( > Design Requirements) Design Control applies throughout this chart (Including this regime) Full Qualification Licensing Level Each of the four capacity levels is repetitively “played” by a student to illustrate the “margins.” Corrective Action Objective for Criterion XVI Operability Determinations Focus on This Regime Click here to view an example that uses this model. Required SSC Function during accident/design conditions

20. Example #6Auxiliary Feedwater Pump Degradation One of two Auxiliary Feedwater Pumps have exhibited reduced capacity due to wear/degradation internal to the pump. Specifically, increased clearances between pump stages have reduced pump capacity slightly. Corrective Action to overhaul the pump is scheduled for the next refueling outage. The pump has properly been declared Operable based upon the work summarized on the next slide. • This example is used to: • Provide an exercise to categorize/place common design information on the margin model. • Illustrate the margin issues associated with a “use-as-is” corrective action. • Illustrate the methods available to access margin inside of calculations Click here to view the categorization exercise.

21. Summary of Information Available for Example #6 • The Chapter 15 Loss of Feedwater analysis assumes that the pumps will deliver 110 GPM to each of four steam generators for decay heat removal after any loss of Main Feedwater and to maintain RCS pressure within limits with 10% of the tubes plugged. • Current tube plugging levels are just under 5%. • With the worst case discharge pressure of 1050 psig, the degraded pump can only deliver 106 GPM per generator. • The analysis group has performed a sensitivity analysis that demonstrates improved results at 106 GPM/5% over the Safety Analysis level of 110 GPM/10%. • The UFSAR states that the pump/motor combination is 500GPM @ 1050 psig with a 1450psig shut-off head. • The pump curve shows 520 GPM @ 1050 psig. • The purchase order for the pump references a specification that called for 500 GPM @ 1050psig -0/+5% This information is placed on the margin model as a classroom exercise.

22. Question #1 Using the chart on the next page, fill in the critical four points for this example. Click here to see this information properly placed on the margin model.

23. Actual installed capability Actual Capability 520 GPM @ 1050 psig This information is a design requirement from a design output document. Design Point 500 GPM @ 1050 psig -0/+5% This UFSAR information is a Design Basis Value. • AFW system controls pressure with 110 GPM @ 1050 psig and 10% tubes plugged. • Pump is rated for 500 GPM @ 1050 psig Licensing Level/Full Qualification This UFSAR information is design description. Keep “clicking” at your pace to view the rest of this slide. Click here to proceed to “Delivery Schedule” This UFSAR information is both a “specified safety function” for Operability and a Design Basis Function. Remove decay heat and control reactor pressure to within limits. Required AFW Function during LOFW

24. What is the current Delivery Schedule? • The course materials are complete and are ready for site-specific procedure customization. • It has been delivered over twenty times at four sites • Student feedback has been overwhelming positive • The site-specific class can be delivered at your site within approximately seven weeks from a decision to proceed • Instructional materials are also available • Lesson plan and presentation files • Course graphics may be acquired separately

25. Closure • Thanks again for your interest and time • For any questions or further details, contact Peter LeBlond at: • 847-549-8775 or • LeBlond@Prodigy.net Just click anywhere to end the show