- 87 - nun mm XA9847547 MODERNIZATION OF PERSONNEL ...

- 87 -nun mm

XA9847547

MODERNIZATION OF PERSONNEL TRAINING

Manfred HaferburgPreussenElektra AGTresckowstraBe 530457 Hannover/Germany

Hugdieter RehnNTS Ingenieurgesellschaft mbH63452 Hanau/Germany

Abstract

Personnel Training in German nuclear power plants adheres to high standardscomplying with government regulations. The develeopment of PC technology allows theintroduction of new training methods, e.g. comupter based training (CBT), as well as theirintegration into existing training systems.

In Germany, the operators of nuclear power plants have developed their own computerbased standards with a screen design, a hardware plattform and an ssesment standard.

25 % of the theoretical training of the shift personnel is covered by CBT. The CBT-Programms offer multimedia features: videos, photographs, sound, graphs ans switchingdiagrams of existing systems, practice oriented simulations and 3-D animations. Interactionist the most important attribute of an efficient self-learning-programm. A typical example ofsuch an appropriate theme ist the CBT-Lesson "Pressure Surges in Pipes and Components ofPower Plants"

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Modernization of Personnal Training

Modernization of Personnel Training

v; ^HugdieterRehn Manfred HaferburgNIS Ingenieurgesellschaft mbH PreussenElektra AG

SillK;AfiaBaii/Gennany Harniover/Germany

l . MODERNIZATION OF PERSONNEL TRAINING

Personnel training in German nuclear power plants adheres to high standardscomplying with governmental regulations.

The development of PC technology allows the introduction of new training methods,e.g. computer based training (CBT), as well as their integration into existing training systems.

The objective is to improve the effectivity of personnel training

- 89 -Modernization of Personnel Training

CBT-Standards

Standard for user surface

Aims:Recognizabiifty,Exchangeability,Acceptance !

Standard for Hardware (IBM)Standard for Software (Dos compatible, openfor higher resolution)4ssesmMt standard ("How good ami?)Sti^aiijlfor didactics (Level of Interaction)

2. CBT- STANDARDS

In Germany, the operators of nuclear power plants have developed their ownCornputerBasedTraining standards.

The first point concerns the recognizability of the user surfaces: Even those, who arenot computer experts, must be able to work with the course without being diverted from theactual training task through problems caused by the use of the computer. If the trainee willalways have to adapt to a new user surface, this will distract his attention from actual trainingwork.

The second point concerns the exchangability of CBT lessons: Hardware requirementsmust be such that the CBT sequence will surely run on the "training stations" -the work placePC's- of all possible users.

Requirements towards software must make sure that the author's system remains openfor the developing standards on the PC market. This means that the whole training coursemust not be redesigned, whenever new developments appear on the market.

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3. COMPUTER BASED TRAINING (CBT)

A few words to the objectives of the application of CBT:

The important point is to reach maximum efficiency in the transmission of knowledgeto the small and highly specialized target group of nuclear power plant personnel.

Our efficiency improvement strategy consists in the application of the optimal mixtureof media and methods for personnel training: simulator, on-the-job training, theoreticaltraining and CBT.

Strict criteria were applied for the selection of appropriate themes from the overallrange of training material. A cataloque of own interactive lessons was generated andsupplemented by favorably-priced lessons available on the market. Special attention is paid tothe fact that only approximately 25 % of theoretical training is done with PC.


Pressure surges inpipes and componentsof power plants

ve-s ion 1.35

4. GENERAL FEATURES OF MODERN CBT(CBT sequence)

Typical examples of such appropriate themes are the lessons "Pressure Surges in Pipesand Components of Power Plants" and ,,Fundamentals of Pump Hydraulics". Theadvantages of CBT as compared with other self-learning methods may be illustrated by theselearning programs developed by NIS. The object-oriented utilization of a mulit-mediainformation depiction (video, audio, 3-D-animation, etc.) specifically may facilitateunderstanding of complex thermohydraulic phenomena.

What do CBT programs offer?Videos, photographs, sounds, graphs and switching diagrams of existing systemsprovide for real-life system environment

• Practice-oriented simulations and 3-D animationsVoice output of learning contentsStructure according to didactic and pedagogical criteriaSelf-explanatory operationDesign for self-instruction and group training

• Option for self-examination

Modernization of Personnel Training- 92 -

1rrp

of •water

2

surges

, v •>

Chapt-er

Thf f-ffpnt^ nfpressure surges

etters o1 orsseure surges

AAvnirllngdamages

)

Next chapter: 1,1 Phase transitions

!..,?. §*._) ^ I

5. CONTENT AND SCREEN DESIGN(CBT-sequence)

The learning program is menue driven and divided into four main chapters:• Characteristics of water

Pressure surge• The effect of pressure surges

Avoiding damagesIt comprises 17 video clips

60 minutes of speech160 animations17 simulations64 exercises

System requirements:Minimum requirement for working with the NIS learning software is a standard PC with a486-processor running Windows 3.1 or Windows '95. The following equipment isrecommended for optimal utilization:

MPEG card for smooth playback of video recordingssound card and speaker for audio output


2. Phase

The pressure decreases again,as nnmprftssffri "water Mnws .flackInto the vessel.

Start

Continue:

Ok

l ?

Pressuredistribution

Velocitydistribution

6. EXAMPLES FOR THE USE OF GRAPHIC, SOUND, 3-D ANIMATION ANDVIDEO

6.1 GRAPHICS, SOUND AND 3-D ANIMATIONS (CBT-SEQUENCE)

At the beginning of the sequence the model of a valve with a closing time of zero ispresented.

Then the four phases of a pressure surge in a single phase fluid are demonstrated by means of3-D animations.

- Phase 1 Pressure builds up at sound velocity due to compression caused by feedingwater

- Phase 2 The pressure decreases as compressed water flows back to the vessel- Phase 3 The pressure decreases further as more water flows back to the vessel- Phase 4 The pressure decrease is checked as water now flows back from the vessel into

the pipe


'"•&"•£ - , •

Pipe motion in a live-cieam pipe system

shut-down ofturbines in a GDOMW power plant.

Nextvideo film , -

Ok

To the beginning

Play Stop

6.2 VIDEOS OF PIPE MOVEMENT INDUCED BY PRESSURE SURGES(CBT-sequence)

Within the learning software videos are used to help the students in understanding of thecomplex thermohydraulic relationships.

These videos are taken from different test rigs or from real plant.A sequence of seven video clips shows the movement of the main steam lines of a 600 Mweplant after a turbine trip.

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Modernization of Personnel Training;

In der Kreiselpumpe wird dieFliehkraft durch ein Laufraderzeugt. Die Fliissigkeit wandertzwischen den Schaufeln nachauOen. Der Druckverlauf ist dergleiche wie im Versuch.

Verandern Sie bitte mh demSchieberegler die Rotations-geschwindigkeit des Laufrades !

2)

Ok

Geschwindigkeit einstellen

sz

u•a

i

\_

Pumpenlaufrad

tmk':,' ' cmRotalionsgeschwindiflkeit

£S& •

Druck-.hohe

'Saug-hohe

6.3 2-D ANIMATION(CBT Sequence: Fundamentals of Pump Hydraulics)

The animation shows the formation of the liquid swirl through the impeller.The lift of the pump increases proportionally to the square of the numer of revolutions.

The student can vary the number of revolutions with the slide.

1) In the centrifugal pump, the centrifugal force is generated by an impeller wheel. Theliquid moves outwards between the blades. Pressure evolves as in the experiment.

2) Please change the number of revolutions of the impeller with the slide.

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7. THE COMPUTER - A PAGE TURNING MACHINE ?

If Computer Based Training is not to become a mere schematic representation of atextbook on the screen - we call such a thing a "page turning machine" - interactivity betweenthe trainee and the personal computer must be the main feature of CBT.

Interactivity means, that the trainee can try out things by himself on the screen, inorder to learn by doing. The highest standard of interactivity is achieved, if simulation is thecore of CBT.

In the CBT - Lesson "Pressure Surges in Pipes and Components of Nuclear PowerPlants" there are different interactions between the trainee and the computer, such as e.g.anexperiment with phase-crossing from ice to water to steam, a 3-D-virrual reality room tocontrol the power plant equipment and control room elements to start a feedwater pump.

Modernization of Personnal Training- 97 -

Select a medium, cetthe desiredflow velocity, and close the valvein the rip^irRri timft. The valvpautomatically reopen aftercompleting the closing cycle.

Ok

M=r1ii m

Air

Stea-n"

Oil

j CHf-e-

Densfy

[kg/rr^]

1.3

50>1D03*

HUH

zoundvc oaty

[nVs]

340

GOD""1 008-^1 1

1SIIII

G 1 2 3 4 5 G 7 D 9 10I I I I I I I I I

FlowvelcciP/

I AJ ' >/s]

Keyboard input.OPEN

Cosingiime

(nca-)

CLOSED

8. INTERACTION

Interaction is the most important attribute of an efficient self-learning program. Alearning program will only be readily accepted if it motivates the learner with interesting, real-to-live depictions and with mediated learning material that can be applied in his everydaywork.

8.1 CLOSING1 A VALVE(CBT sequence)

In this exercise the student can study the influence of the relevant parameters on theamount of the pressure surge, e.g.

flow velocityclosing time of the valvedensity and sound velocity of the fluid

- 98 -Modernization of Personnal Training

; inspect tfif nnnriitinn nfihe pipe supports In the depletedplant facility. Click the supportsfor a CIDSC up view1.

Move the picture section byclicking the control keys or bymoving the cursor across thescreen while holding thn leftmouse button down.

8.2 VIRTUAL PLANT(CBT sequence)

In a virtual room of a plant with various types of pipe-supports, the student is asked todistinguish failed or defective supports.

The student can navigate through the room by means of the button in the lower right handside corner of the virtual room

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Modernization of Personnal Training

Die Q/H- Kennlinie von Kreisel-Pumpen mit unterschiedlichenLaufradformen soil mit einemVersuch ermittelt werden.

, Starten Sie nun bitte die Pumpeund stellen Sie das Ventil so ein,dafi Sie auf dem Diagrammmehrere Punkte zum Zeichnen derQ/H - Kennlinie erhalten !

2)

Kennlinie zeichnen Ok

20 40 60 80 100 120 [m-'.'h]Q/H - Kennlinie

Radiale Kreiselpumpe

mP 23 H3 EQ 31llllllitilEillltmilmijilllllllOlulj

H 1

Q SO 83 133 ISOIiiilLti(iiiiili'it!iiii<!i!i[iiif!tiaI

Kennlinie zeichnen WIEOEJ.H}— / j

8.3 VIRTUAL EXPERIMENT(CBT Sequence: Fundamentals of Pump Hydraulics)

The student can determine the Q/H curves for different pumps and impellers by meansof virtual set-up. In this sequence a pump with a radial impeller is introduced into the test rig.

1) The Q/H characteristic curves of centrifugal pumps with impellers of different shapesare to be determined with an experiment.

2) Now please start the pump and adjust the valve so as to obtain several points to draw theQ/H characteristic line on the diagramm.

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Modernization of Personnal Trainins

2 different ways of using theCBT-Lessons:

Start at the beginning-linear work through the

l lbranchings uplblhe

part: "How good am I?"

Start with the assessmentpart "How good am I?"-

work through thequestiones to find the gaps

in his knowledge and todose them

Firsj^auimg Retraining,

9. HOW GOOD A M I ?

The point "Assesment standards" concerns the acceptance of CBT: we created therules for the "How-good-am-I?" test:.The trainee is an adult person, he is not a schoolboy. The main objective of the practicalexercises is not to evaluate the trainee, but to allow him to check by himself how far he hasachieved the purpose of the training session, without creating an "examination" situation.

The test is generated individually for every user per random event generator. Thelearning station does not save user specific data. Every user works with his own passwordprotected floppy disk, of exercises during retraining:Conservation of specific knowledge presupposes, that the CBT user has learned the subjectat least once and that he has good preliminary knowledge. It would thus be a waste of timeto oblige the trainee, to go through the whole subject again. It is much more efficient, to findspecific gaps in knowledge and to close them. That is why the user immediately starts withthe test and asks "How good am I?".The revelation of gaps in knowledge is achieved by questioning the trainee about the subjectby means of exercises. For every learning objective in the course, the test must provide aspecific exercise.Impossibility to solve an exercise, identifies a gap in the user's knowledge. The computerthen leads him to the adequate part of the course, to close this gap. Usually, the user will beable to solve the exercise immediately after having worked his way through thecorresponding part of the course. The computer then leads him back to the exercise


Do you believe a condensationhammer will ni^rairas sunn asyou open valve I?

•Q " Nn Yes

bar!.«..,ic.l..J

- ;a 01 -tic sia s iI .,<!..,. Uiluul.m!., ,.

TEMPEftM-URE I ;

PL- 7

bari eo it :s it

5r:i ;c no >ci 33i aa

1. il»«f....h,.,!....!

bar: ; *ia in

lie i:a : D :

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10. EXERCISES

10.1 EVALUATION OF INDICATOR READINGS(CBT-sequence)

In the self-examination section, a random generator selects a number of exercises for theuser to solve in order to refresh or confirm his/her expertise. In case he/she is unable to solvean exercise, the program takes the user to the lesson section where the subject matter iscovered. A Certification of Achievement indicating that the exercise section has beencompleted will be printed only after all exercises have been solved correctly.Before the learner opens valve 1, he/she must evaluate the indicator readings to determine ifswitching the valve will cause a condensation hammer.


Ermitteln Sie nun selbst grafischdie gemeinsame Kennlinie einesSystems mit zwei unterschied-lichen Kreiselpumpen in Reihen-schaltung !

Verschieben Sie die blauen Linienan die richtige Stelle und lassenSie sich dann die gemeinsameQ / H - Kennlinie zeichnen.

JJ

10.2 DETERMINATION OF Q/H CHARACTERISTIC CURVES(CBT Sequence: Fundamentals of Pump Hydraulics)

In this exercise, the student is supposed to determine the common characteristic line ofa system with two different centrifugal pumps. The characteristic curves of the pumps aregiven beforehand.

1) Now determine the common characteristic curve of a system with two differentcentrifugal pumps set in series by yourself.

2) Shift the blue lines to the right place and let the common H/Q characteristic line bedrawn.

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"piw gciod am I??*

This c^tifieation ofsicce^s isissiiedai&ni^aily once

filial1^|t§pe been

Erfolgsbestatigung

Georg Wagner,

geboren am 04 07 66 .

Drucksto&e inRohdeilungen und

Komponenten

ft SMU RL bu Programme ;ur Etha«ui>g

{Bail, d 8MU v. T 5 1953-RS !3-1333i-V2)

11. CBT - ACCEPTED BY PERSONNEL AND PUBLIC AUTHORITIES

An improved platform has been created for modernization of training. The seminarrooms have been equipped with state-of-the-art technology for projection of data, audio, andvideo.

Self-learner rooms have been installed. The organization of training has been adapted tothe needs of these new education means.

Progress in personnel training has positive effects upon the motivation of the trainingparticipants. PC training is readily accepted by personnel and public authorities. Theinstructors are relieved in their work. Training costs were reduced

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