Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

UEENEEG168A Mapping and Delivery Guide
Diagnose and rectify faults in complex lift systems

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency UEENEEG168A - Diagnose and rectify faults in complex lift systems
Description 1)Scope:1.1) DescriptorThis unit covers diagnosing and rectifying faults in complex traction lift systems and equipment. It encompasses working safely; replacing and/or adjustment of solid state/electrical circuitry and components, diagnosing and repairing of complex faults in lift circuits and associated components (including governors, brakes, safety gear, safety devices, lift machines, door components and controllers).
Employability Skills 5) This unit contains Employability SkillsThe required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements.
Learning Outcomes and Application 2)This unit applies to any formal recognition for this standard at the aligned AQF 4 level or higher.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Prerequisite Unit(s)4) Competencies4.1)Granting competency in this unit shall be made only after competency in the following unit(s) has/have been confirmed.UEENEEE101A Apply Occupational Health and Safety regulations, codes and practices in the workplaceUEENEEE102A Fabricate, dismantle, assemble of utilities componentsUEENEEE104A Solve problems in d.c circuitsUEENEEE105A Fix and secure electrotechnology equipmentUEENEEE107A Use drawings, diagrams, schedules, standards, codes and specificationsUEENEEG006A Solve problems in single and three phase low voltage machinesUEENEEG033A Solve problems in single and three phase electrical apparatus and circuitsUEENEEG063A Arrange circuits, control and protection for general electrical installationsUEENEEG101A Solve problems in electromagnetic devices and related circuitsUEENEEG102A Solve problems in low voltage a.c. circuitUEENEEG106A Terminate cables, cords and accessories for low voltage circuitsUEENEEG108A Trouble-shoot and repair faults in low voltage electrical apparatus and circuitsUEENEEG116A Diagnose and rectify faults in traction lift systems UEENEEI124A Fault find and repair analogue circuits and components in electronic control systemsUEENEEI139A Diagnose and rectify faults in digital controls systemsLiteracy and numeracy skills4.2) Participants are best equipped to achieve competency in this unit if they have reading, writing and numeracy skills indicated by the following scales. Description of each scale is given in Volume 2, Part 3 ‘Literacy and Numeracy’Reading5Writing5Numeracy5
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Prepare to diagnose and rectify faults.
  • OHS procedures for a given work area are identified, obtained and understood.
  • OHS risk control measures and procedures in preparation for the work are followed.
  • The likely extend of work to be undertaken is envisaged from maintain procedures or fault/breakdown reports and/or discussions with appropriate person(s).
  • Advice is sought from the work supervisor to ensure the work is coordinated effectively with others.
  • Tools, equipment and testing devices needed to carry out the work are obtained in accordance with established procedures and checked for correct operation and safety.
       
Element: Diagnose and rectify faults.
  • OHS risk control measures and procedures for carrying out the work are followed.
  • The need to test or measure live is determined in strict accordance with OHS requirements and when necessary conducted within established safety procedures.
  • Circuits/machines/plant are checked as being isolated where necessary in strict accordance OHS requirements and procedures.
  • Safety hazards resulting from the fault or breakdown are documented and risk control measured and devised and implemented in consultation with appropriate personnel.
  • Logical diagnostic methods are applied to diagnose lift system apparatus faults employing measurements and estimations of system operating parameters referenced to system operational requirements.
  • Suspected fault scenarios are tested as being the cause(s) of system fault.
  • Cause of the fault is identified and appropriately competent persons are engaged to rectify the fault where it is outside the scope of the lift systems.
  • Faults in the lift components of the system are rectified to raise apparatus and system to its operational standard.
  • System is tested to verify that the system operates as intended and to specified requirements
  • Methods for dealing with unexpected situations are selected on the basis of safety and specified work outcomes.
  • Diagnosis and rectification activities are carried out efficiently without unnecessary waste of materials or damage to apparatus and the surrounding environment or services and using sustainable energy practices.
       
Element: Completion and report fault diagnosis and rectification activities
  • OHS work completion risk control measures and procedures are followed.
  • Reusable, faulty or worn components are tagged and dispatched for repair to maintain adequate spares.
  • Rectification of faults is documented in accordance with established procedures.
       
Element: Note.Examples of documentation are components fault reports, test results, authorisations, permits, parts/component dispatch and store records
  • Appropriate person or persons notified, in accordance with established procedures, that the system faults have been rectified.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 – UEE11’. 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:

Diagnose and rectify faults in complex lift systems as described in 8) and including:

Release passengers from a lift, which has become immobilised as specified in the performance criteria and range statement

Diagnose and repair faults in lift circuits and associated components for at least three types of lift circuits/components as follows:

A Governors.

B Brakes.

C Safety gear.

D Safety devices.

E Lift machines.

F Door components.

G Controllers.

Replace and/or adjustment of lift equipment in at least three types of lift equipment as described below:

A Electro-hydraulic lift.

B Electric traction lift.

C Passenger lift.

D Goods lift.

And

A Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in the holistic assessment with the above listed items.

Note:

Successful completion of relevant vendor training may be used to contribute to evidence on which competency is deemed. In these cases the alignment of outcomes of vendor training with performance criteria and critical aspects of evidence shall be clearly identified.

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 diagnosing and rectifying faults in complex lift systems.

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:

UEENEEG116A

Diagnose and rectify faults in traction lift systems


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

8) 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 diagnosing and rectification of faults in complex lift systems.

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

KS01-EG168A Lift components and systems - electrical/electronic

Evidence shall show an understanding of diagnosing and rectifying faults in complex lift systems to an extent indicated by the following aspects:

T1 Traction lifts encompassing:

Lift control circuits (relay logic only): floor selector circuitry,

Machine room control (selector) and well control (transducer) circuitry - direction slowing and stopping, re-levelling, door operator, acceleration, button, indicator/lantern, lights and emergency lights, travelling cables, key switch circuits, fans, main supply and power circuits

T2 Safety circuits encompassing:

Type, operation and actuation

landing door locks, car door locks, emergency stop, pit switch, car trap-door switch, fire service, car top switch, tappet switch, governor switch, and safety gear switch, reverse phase relay, phrase failure relay and limit switches.

T3 Maintenance, replacement and adjustment encompassing:

Electrical and electronic lift components - travelling cables, tachometers, selectors, encoders and transducers.

Safety devices: overloads, circuit breakers, limit switches, terminal stopping, door protection, governors and safety gear/switches.

T4 Electrical layout/drawings and special requirements encompassing:

Lift code and AS/NZS 3000 requirements

specific lift symbols

conduits

trailing cable

troughing

colour coding and labelling

segregation LV/ELV

telephone and communication cabling

regulatory requirements and door lock wiring.

T5 Safety drive adjustment encompassing:

Emergency stop button

speed governor

reverse phase protection

broken chain/step switch

broken main drive switch

drive access switch

start pressure switch and landing guards/barriers.

T6 Lift components – electronic encompassing:

Encoders

Transducers

Electronic boards

Selectors

Rectifiers

Capacitors

Resistors

Processor Board

I/O board

T7 Drives - types, construction and operation encompassing:

Traction

Gearless types

Note:

Examples are: Speed/load characteristics, Efficiency, Application, Brakes, Electric prime mover (motor types and control)

Geared types

Speed/load characteristics, Efficiency, Application, Brakes, Electric prime mover (motor types and control)

Other types of lifts (Drum, Rack and pinion, Chain, Screw)

T8 Fault finding encompassing:

Visual inspection

Performance checks and application of fault finding principles

10) 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.

Competency shall be demonstrated in relation to diagnosing and rectifying faults in complex lift circuits and associated components for at least three (3) types of lift equipment as listed:

Emergency light units

D.C. power supplies

Variable voltage controllers

Variable speed hoist motor control

Variable speed door motor control

Electronic lift controls

Lift remote monitoring equipment

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.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
OHS procedures for a given work area are identified, obtained and understood. 
OHS risk control measures and procedures in preparation for the work are followed. 
The likely extend of work to be undertaken is envisaged from maintain procedures or fault/breakdown reports and/or discussions with appropriate person(s). 
Advice is sought from the work supervisor to ensure the work is coordinated effectively with others. 
Tools, equipment and testing devices needed to carry out the work are obtained in accordance with established procedures and checked for correct operation and safety. 
OHS risk control measures and procedures for carrying out the work are followed. 
The need to test or measure live is determined in strict accordance with OHS requirements and when necessary conducted within established safety procedures. 
Circuits/machines/plant are checked as being isolated where necessary in strict accordance OHS requirements and procedures. 
Safety hazards resulting from the fault or breakdown are documented and risk control measured and devised and implemented in consultation with appropriate personnel. 
Logical diagnostic methods are applied to diagnose lift system apparatus faults employing measurements and estimations of system operating parameters referenced to system operational requirements. 
Suspected fault scenarios are tested as being the cause(s) of system fault. 
Cause of the fault is identified and appropriately competent persons are engaged to rectify the fault where it is outside the scope of the lift systems. 
Faults in the lift components of the system are rectified to raise apparatus and system to its operational standard. 
System is tested to verify that the system operates as intended and to specified requirements 
Methods for dealing with unexpected situations are selected on the basis of safety and specified work outcomes. 
Diagnosis and rectification activities are carried out efficiently without unnecessary waste of materials or damage to apparatus and the surrounding environment or services and using sustainable energy practices. 
OHS work completion risk control measures and procedures are followed. 
Reusable, faulty or worn components are tagged and dispatched for repair to maintain adequate spares. 
Rectification of faults is documented in accordance with established procedures. 
Appropriate person or persons notified, in accordance with established procedures, that the system faults have been rectified. 

Forms

Assessment Cover Sheet

UEENEEG168A - Diagnose and rectify faults in complex lift systems
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

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Assessor name:

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Assessment Record Sheet

UEENEEG168A - Diagnose and rectify faults in complex lift systems

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

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Student signature:

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