9) The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

The Evidence Guide forms an integral part of this unit. It must be used in conjunction with all parts of this unit and performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment

9.1)

Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the Industry's preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy.

Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed.

The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be 'rich' in nature to minimise error in judgment.

Activities associated with normal every day work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

9.2)

Before the critical aspects of evidence are considered all prerequisites shall be met.

Evidence for competence in this unit shall be considered holistically. Each element and associated performance criteria shall be demonstrated on at least two occasions in accordance with the 'Assessment Guidelines - UEE07'. Evidence shall also comprise:

A representative body of work performance demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to:

Implement Occupational Health and Safety workplace procedures and practices including the use of risk control measures as specified in the performance criteria and range statement

Apply sustainable energy principles and practices as specified in the performance criteria and range statement

Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements.

Demonstrate an appropriate level of skills enabling employment

Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures

Demonstrated consistent performance across a representative range of contexts from the prescribed items below:

Develop and connect control circuits as described as described in 8) and including:

A

Determining control scenarios specifications.

B

Developing schematic arrangement of control circuits that meets the required scenario as specified.

C

Connecting control circuit to function as specified.

D

Conducting safety and functional testing correctly

E

Identifying and correcting non-compliant control functions.

F

Documenting 'as-connected' control circuit.

G

Dealing with unplanned events

Context of and specific resources for assessment

9.3)

This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:

OHS policy and work procedures and instructions.

Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this unit.

These should be part of the formal learning/assessment environment.

Note:

Where simulation is considered a suitable strategy for assessment, conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy.

The resources used for assessment should reflect current industry practices in relation to development and connecting electrical control circuits.

Method of assessment

9.4)

This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'.

Note:
Competent performance with inherent safe working practices is expected in the industry to which this unit applies. This requires assessment in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit.

Concurrent assessment and relationship with other units

9.5)

For optimisation of training and assessment effort, competency development in this unit may be arranged concurrently with unit:

UEENEEG108B

Trouble-shoot and repair faults in low voltage electrical apparatus and circuits

7) This describes the essential skills and knowledge and their level, required for this unit.

Evidence shall show that knowledge has been acquired of safe working practices and developing and connecting control circuits.

All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies.

KS01-EG109A Electrical control devices and circuits

Evidence shall show an understanding of electrical control devices and circuits to an extent indicated by the following aspects:

T1 Basic relay circuits encompassing:

Identification of given circuit diagrams (schematic) symbols and explain the operation of the components represented

labelling wires and terminal (numbering systems)

control relay - operating principles, basic contact configurations and identification and common applications

push button - switching configurations and common applications

selecting pushbuttons/pilot lamps from manufacturer’s catalogues for specific applications

development of simple stop-start relay circuit that incorporates pilot lights and latching circuit.

connection and testing of control circuits

T2 Relay circuits and drawing conventions encompassing:

circuit diagram drawing conventions

selecting relays from manufacturers’ catalogue for specified applications

circuit development of electrical control circuit in accordance with a written description (specification) and list the sequence of operation of the circuit

connecting simple electrical control circuit from circuit diagrams

applying safe working practices when testing an electrical control circuit

T3 Remote STOP-START control and electrical interlocking encompassing:

operation of local and remote start-stop control of relays

operation of an electrically interlocked relay circuit

development of a relay circuit incorporating local and remote start and stop buttons and electrical interlocking.

connecting electrical circuits with local and remote start-stop control and with electrical interlocking.

applying circuit checking and testing techniques to an electrical control circuit.

T4 Time delay relays encompassing:

timers - operating principles, basic contact configurations and identification and common applications

selecting timers for specified functions from manufactures’ catalogues

development of timer controlled circuits from a written description and list the sequence of circuit operation

connecting a timer controlled circuit using a circuit diagram as a guide.

timer circuit checking and testing procedures.

T5 Circuits using contactors encompassing:

contactors - operating principles, basic contact configurations and identification and common applications

thermal overloads - operating principles, basic contact configurations and identification and common applications

circuit diagram symbols

circuit development using a contactor

using contactors for motor control.

compliance requirements for devices for isolating circuits.

T6 Jogging and interlocking encompassing:

purpose and application of jogging control of motors

operation of motor control using start, stop and jog buttons

purpose and application of electrical/mechanical interlocking

developing a multiple motor starting circuit from a description of the circuit operation including jog and interlock functions.

selecting circuit components using manufacturers’ catalogues for appropriate duty ratings

connecting and testing a multiple motor starting circuit which incorporates start, stop and jog control.

T7 Control devices encompassing:

common control devices used in automatic control circuits: limit switches, proximity switches, photoelectric cells, pressure switches, float switches, light sensors and temperature sensors

basic operating principles of common control devices

advantages and disadvantages of common control devices

applications for common control devices

selecting control devices using manufacturers’ catalogues for specified applications

connection of control devices into control circuits

T8 Programmable relays encompassing:

programmable relays - advantages over electromagnetic relay circuit control.

typical applications of programmable relays.

block diagram representation and basic operating principles

input and output parameters, listing, connections and output types.

connecting input and output devices to a programmable relay using a diagram

basic programming of ladder circuits consisting of inputs, outputs i.e. stop-start circuit

using the monitoring facility of the programmable relay to verify each ladder circuit operation.

programming timers and using the monitoring facility of the programmable relay to check the values of the timer

external devices

implications of programming normally closed field devices

conversion of control circuits

installation of programmable control relays

common faults and their symptoms

T9 Three-phase induction motor starters encompassing:

reasons for limiting the starting current of large motors.

requirements of the wiring rules (AS/NZS 3000) and the local supply authority service rules, with regard to starting and control of induction motors.

DOL starter operating principles, applications and circuits

electronic (soft) starter operating principles, applications and circuits

connecting a DOL motor starter and testing the operation of the power and control circuits

installation of DOL and soft starters

T10 Three-phase induction motor starters- reduced voltage encompassing:

star-delta starter operating principles and circuits

primary resistance starter operating principles and circuits

auto-transformer starter operating principles and circuits

secondary resistance starter operating principles and circuits

common applications for each starter type

comparison of motor starters basic characteristics

selecting the most suitable motor starter for a given situation

connecting motor starter power and control circuits for correct operation

measuring starting current and torque of selected motor starters

installation of reduced voltage starters

T11 Three-phase induction motor reversal and braking encompassing:

reversing operating principles and control circuits

plug braking operating principles and circuits

dynamic braking operating principles and circuits

regenerative braking operating principles and circuits

eddy current brakes operating principles and circuits

mechanical brakes operating principles and circuits

comparison of the difference braking methods used.

typical applications for each braking method.

connecting a circuit with a braking feature to operate a three-phase motor.

installation of motor braking control circuits

T12 Three-phase induction motor speed control encompassing:

pole changing operating principles and circuits

variable frequency drives operating principles and circuits

slip-ring motors operating principles and circuits

installation of motor speed controllers.

8) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance.

This unit shall be demonstrated in relation to developing, connecting and safety and functional testing on more than one occasion of at least four of the following control circuits:

Multiple light switching circuit

Master control circuit

Single stop-start circuit

Multiple stop-start circuit

Time controlled circuit

Machine interlocked circuit

Motor jogging circuit

Machine safety circuit

and,

using at least five of the following devices

Multi-way switches

Switches with more than two positions and Off

Push buttons

Electromechanical relays

Programmable relays

Contactors

Reversing contactors

Three phase starters

Reduced voltage starters

and

with at least two of the following transducers/sensors:

Timers

Limit switches

Proximity switches

Photoelectric cells

Pressure switches

Float switches

Light sensors

Temperature sensors

Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1.