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

UEENEEJ194A Mapping and Delivery Guide
Solve problems in low voltage refrigeration circuits

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency UEENEEJ194A - Solve problems in low voltage refrigeration circuits
Description 1)1.1) This unit covers determining correct operation of low voltage d.c. and a.c. circuits and providing solutions as they apply to refrigeration work functions. It encompasses working safely, problem solving procedures, including the use of voltage, current and resistance measuring devices, providing solutions derived from measurements and calculations to predictable problems in single and multiple path circuits.
Employability Skills 3)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 4) This competency standard is suitable for employment-based programs under an approved contract of training at the AQF level of the qualification in which the unit is first packaged or higher.The unit may be selected as an elective from the relevant schedule (see qualification packaging rules) provided that all prerequisite units are undertaken or addressed through recognition processes.This unit may be included in a skill set provided that it is listed in the schedule of electives (see Qualification Framework) and all prerequisite units are undertaken or addressed through recognition processes.Delivery and assessment of this unit should be undertaken within regard to the requirements of License to Practice (1.2 above), Prerequisite Competencies and Literacy and Numeracy skills (2 above) and the recommendations for concurrent assessment and relationship with other units (9.5 below).Practice in the workplace and during training is also subject to regulations directly related to occupational health and safety and where applicable contracts of training such as apprenticeships.Note: 1. Compliance with permits may be required in various jurisdictions and typically relates to the operation of plant, machinery and equipment such as elevating work platforms, powder operated fixing tools, power operated tools, vehicles, road signage and traffic control and lifting equipment. Permits may also be required for some work environments such as confined spaces, working aloft, near live electrical apparatus and site rehabilitation.2. Compliance may be required in various jurisdictions relating to currency in First Aid, confined space, lifting, risk safety measures etc.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Prerequisite Unit(s)2)2.1) CompetenciesGranting competency in this unit shall be made only after competency in the following unit(s) has/have been confirmed.UEENEEE103A Solve problems in ELV single path circuitsandUEENEEJ103A Establish the basic operating conditions of vapour compression systemsand UEENEEE101A Apply Occupational Health and Safety regulations, codes and practices in the workplaceor UEENEEJ195A Establish the basic operating conditions of vapour compression systems - appliancesandUEENEEE101A Apply Occupational Health and Safety regulations, codes and practices in the workplace
Competency Field 2.2) Literacy and numeracy skillsParticipants 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' Reading 4 Writing 4 Numeracy 5
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 work on low voltage refrigeration circuits.
  • OHS procedures for a given work area are identified, obtained and understood.
  • OHS risk control work preparation measures and procedures are followed.
  • The nature of the circuit(s) problem is obtained from documentation or from work supervisor to establish the scope of work to be undertaken.
  • Advice is sought from the work supervisor to ensure the work is coordinated effectively with others.
  • Sources of materials that may be required for the work are identified and accessed in accordance with established procedures.
  • Tools, equipment and testing devices needed to carry out the work are obtained and checked for correct operation and safety.
       
Element: Solve problems in low voltage refrigeration circuits.
  • OHS risk control work measures and procedures 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 are checked as being isolated where necessary in strict accordance OHS requirements and procedures.
  • Established methods are used to solve d.c. and a.c. circuit problems from measure and calculated values as they apply to single and multiple path electrical circuits.
  • Unexpected situations are dealt with safely and with the approval of an authorised person.
  • Problems are solved without damage to apparatus, circuits, the surrounding environment or services and using sustainable energy practices.
       
Element: Complete work and document problem solving activities.
  • OHS work completion risk control measures and procedures are followed.
  • Work site is cleaned and made safe in accordance with established procedures.
  • Justification for solutions used to solve circuit problems is documented.
  • Work completion is documented and appropriate person(s) notified in accordance with established procedures.
       


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 the 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-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 everyday 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 must 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:

Solve problems in single and multiple path d.c. and a.c. circuits as described in 8) and including:

A

Determining the operating parameters of an existing circuit.

B

Alternating an existing circuit to comply with specified operating parameters.

C

Developing circuits to comply with a specified function and operating parameters.

D

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

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 in this unit.

These should be used in the formal learning/assessment environment.

Note:

Where simulation is considered a suitable strategy for assessment, conditions for assessment 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 solving problems in multiple path a.c. 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 that the specified essential knowledge and associated skills are assessed 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:

UEENEEE103A

Solve problems in ELV single path circuits

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.

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 solving problems in multiple path a.c. circuits.

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

KS01-EJ194A

Low voltage refrigeration circuits

Evidence shall show an understanding of low voltage d.c. and a.c single and multiple path applied to refrigeration systems, applying safe working practices and relevant Standards, Codes and Regulations to an extent indicated by the following aspects:

T1 Resistance Measurement

Typical field instruments and applications

Insulation resistance tester

IR Tester parts and functions

Continuity testing

Insulation resistance testing

IR Tester voltage ranges

AS/NZS 3000 wiring rules

Calibration of IR Testers

Storage of IR Testers

Using of testers for continuity and insulation resistance measurement

Calculation of resistance from measured results

T2 Factors affecting resistance

Factors

Resistivity

Change in length

Change in cross sectional area (csa)

Change in temperature

PTC and NTC

Influence on practical circuits

Measurement of resistance

T3 Voltage and current measurement

Hazards

Characteristics of instruments

Reading scales

Voltmeters

Characteristics

Types

Operation

Connection

Loading effect

Advantages and disadvantages

Selection

Ammeters

Characteristics

Types, series-ammeter and tong-ammeter

Operation

Connection

Advantages and disadvantages

Selection

T4 Direct Current parallel circuits

Parallel circuits

Parallel circuit components

Applications of parallel circuits

Characteristics

Calculation of parallel circuit parameters

Circuit connections

Measurements of R, V, I in parallel circuits

Determine V, I, R, P

T5 Direct Current series / parallel circuits

Series/Parallel circuits

Series/Parallel circuit components

Applications of series/parallel circuits

Characteristics

Bridge network

Calculation of series/parallel circuit parameters

Connection of series/parallel circuits

Measurements of R, V, I in series/parallel circuits

Determine V, I, R, P

T6 Capacitors and Capacitance

Capacitor construction

Dielectric material

Types of capacitors

Circuit symbols

Capacitor terms

Units

Factors affecting capacitance

Capacitor charge

RC d.c series circuit

Time constants

Connection of capacitors

T7 Capacitors in Series and Parallel

Capacitor hazards

Safe handling of capacitors

Dangers of discharging capacitors

Series connections

Parallel connections

Measuring / testing of capacitors

Capacitor faults

Applications of capacitors

Calculation of total capacitance

Series and parallel connections

Testing capacitors for serviceability

T8 Electromagnetic induction

Faraday’s law

Applications

Inductance

T9 Single phase alternating current

Generation of a sinusoidal waveform

Sinusoidal waveform characteristics

Measuring and calculating values of a sinusoidal waveform

Generation of single phase alternating current

Voltage and current in resistive, inductive and capacitive circuits

Ohms Law and Impedance

Power

power in a single phase circuit

power factor and phase angle

methods used to measure single phase power, energy and power factor

single phase power measurement

effects of low power factor

power factor improvement requirements

power factor improvement methods

wiring rules and regulations

T10 Magnetic devices

Relays

Contactors

Solenoids

Transformers

Single & double wound.

Volts vs. Turns ratio.

Losses:

VA in vs. VA out.

Control transformers

Power and motor starting transformers.

Safety.

Magnetic sensing devices

T11 Three phase alternating current

Advantage of three phase system

Generation of three phase

Relationship between generated voltages

Phase sequence

Three phase star-connections

Star connections

Line and phase voltages and currents

Three phase four wire systems

function of the neutral conductor

Three phase delta-connections

Delta connections

Line and phase voltages and currents

T12 Circuit protection and isolation

Harmful effects of:

direct contact

indirect contact

thermal effects

over current

faults

mechanical movement

Earthing

earthing terms

minimum earthing conductor size

MEM system

AS/NZS 3000 requirements

Circuit protection devices

purpose, types, operating principles, characteristics and applications, including rewireable fuses, HRC fuses, circuit breakers, residual current devices and overvoltage and under voltage protection devices.

circuit protection and load protection

AS/NZS 3000 requirements (including sanger tags, & switch locking)

discrimination of circuit protection devices.

Isolation devices

requirements for provision of isolation

need for protection against mechanical movement

AS/NZS 3000 requirements

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:

Single source series, parallel and series-parallel d.c and a.c. circuits as they apply to problems related to installation, fault finding, maintenance or development work functions in Refrigeration, Air Conditioning and Appliance Servicing disciplines.

In relation to at least two of the following types of circuit problems and on at least two occasions

determining the operating parameters of an existing circuit

alternating an existing circuit to comply with specified operating parameters

developing circuits to comply with a specified function and operating parameters

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 work preparation measures and procedures are followed. 
The nature of the circuit(s) problem is obtained from documentation or from work supervisor to establish the scope of work to be undertaken. 
Advice is sought from the work supervisor to ensure the work is coordinated effectively with others. 
Sources of materials that may be required for the work are identified and accessed in accordance with established procedures. 
Tools, equipment and testing devices needed to carry out the work are obtained and checked for correct operation and safety. 
OHS risk control work measures and procedures 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 are checked as being isolated where necessary in strict accordance OHS requirements and procedures. 
Established methods are used to solve d.c. and a.c. circuit problems from measure and calculated values as they apply to single and multiple path electrical circuits. 
Unexpected situations are dealt with safely and with the approval of an authorised person. 
Problems are solved without damage to apparatus, circuits, the surrounding environment or services and using sustainable energy practices. 
OHS work completion risk control measures and procedures are followed. 
Work site is cleaned and made safe in accordance with established procedures. 
Justification for solutions used to solve circuit problems is documented. 
Work completion is documented and appropriate person(s) notified in accordance with established procedures. 

Forms

Assessment Cover Sheet

UEENEEJ194A - Solve problems in low voltage refrigeration circuits
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

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

UEENEEJ194A - Solve problems in low voltage refrigeration circuits

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:

Date:

Student signature:

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