NTISthis.com

Evidence Guide: PMAOPS325B - Generate electrical power

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

PMAOPS325B - Generate electrical power

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare for work.

  1. Identify work requirements
  2. Identify and control hazards
  3. Coordinate with appropriate personnel
Identify work requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and control hazards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate with appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for power generation.

  1. Communicate startup of power generation to all required personnel
  2. Select the prime mover to be used
  3. Select system for the generation process appropriate to voltage systems and requirements
  4. Conduct pre-start-up checks as required
  5. Start the prime mover for the generation system to procedures
  6. Synchronise all equipment to transfer the power safely into the system.
Communicate startup of power generation to all required personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select the prime mover to be used

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select system for the generation process appropriate to voltage systems and requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct pre-start-up checks as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Start the prime mover for the generation system to procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Synchronise all equipment to transfer the power safely into the system.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Operate generation equipment.

  1. Balance loads and power factors
  2. Monitor and adjust loads as required to ensure that all machine loads are maintained within safe working conditions
  3. Distribute energy to the generation system in a safe and efficient manner, ensuring that the status of all equipment is monitored as required
  4. Rebalance loads as required so as to maximise production efficiency
  5. Take other appropriate action as required
  6. Maintain logs to record all systems data and identify all deviations or problems encountered
Balance loads and power factors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and adjust loads as required to ensure that all machine loads are maintained within safe working conditions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Distribute energy to the generation system in a safe and efficient manner, ensuring that the status of all equipment is monitored as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Rebalance loads as required so as to maximise production efficiency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take other appropriate action as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain logs to record all systems data and identify all deviations or problems encountered

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Shut down process.

  1. Communicate shutdown of process to all required personnel
  2. Systematically shed loads, shut down generators as required during the shutdown process
  3. Isolate all required equipment from the bus in accordance with procedures
  4. Return the system to a balanced operating condition after shutting down selected generator(s).
Communicate shutdown of process to all required personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Systematically shed loads, shut down generators as required during the shutdown process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Isolate all required equipment from the bus in accordance with procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Return the system to a balanced operating condition after shutting down selected generator(s).

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Isolate and de-isolate plant.

  1. Isolate plant
  2. Make safe for required work
  3. Check plant is ready to be returned to service
  4. Prepare plant for return to service.
Isolate plant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make safe for required work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check plant is ready to be returned to service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare plant for return to service.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 the Training Package.

Overview of assessment

Assessment of this unit should include demonstrated competence on actual plant and equipment in a work environment. The unit will be assessed in as holistic a manner as is practical and may be integrated with the assessment of other relevant units of competency. Assessment will occur over a range of situations, which will include disruptions to normal, smooth operation.

Simulation may be required to allow for assessment of parts of this unit. Simulation should be based on the actual plant and will include walk-throughs of the relevant competency components. Simulations may also include the use of case studies/scenarios, role plays and 3D virtual reality interactive systems. In the case of evacuation training or training for competencies practised in life threatening situations, simulation may be used for the bulk of the training.

This unit of competency requires an application of the knowledge contained in the use of the electrical generation system and its integral equipment, to the level needed to maintain control and recognise and resolve problems. This can be assessed through questioning and the use of what-if scenarios both on the plant (during demonstration of normal operations and walk-throughs of abnormal operations) and off the plant.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Competence must be demonstrated in the ability to recognise and analyse potential situations requiring action and then in implementing appropriate corrective action. The emphasis should be on the ability to stay out of trouble rather than on recovery from a disaster.

Consistent performance should be demonstrated. In particular look to see that:

early warning signs of equipment/processes needing attention or with potential problems are recognised

the range of possible causes can be identified and analysed and the most likely cause determined

appropriate action is taken to ensure a timely return to full performance

obvious problems in related plant areas are recognised and an appropriate contribution made to their solution.

These aspects may be best assessed using a range of scenarios/case studies/what-ifs as the stimulus with a walk-through forming part of the response. These assessment activities should include a range of problems, including new, unusual and improbable situations, which may have been generated from the past incident history of the plant, incidents on similar plants around the world, hazard analysis activities and similar sources.

Context of and specific resources for assessment

Assessment will require access to an operating plant over an extended period of time, or a suitable method of gathering evidence of operating ability over a range of situations. A bank of scenarios/case studies/what-ifs will be required as will a bank of questions which will be used to probe the reasoning behind the observable actions.

Method of assessment

In all plants it may be appropriate to assess this unit concurrently with relevant teamwork and communication units. Consider co-assessment with:

PMAOPS221B Operate and monitor prime movers.

Guidance information for assessment

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

Required Skills and Knowledge

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

Required skills

Competence includes the ability to isolate the causes of problems to an item of equipment within the system and to distinguish between causes of problems/alarms/fault indications such as:

instrument failure malfunction

electrical failure malfunction

mechanical failure malfunction

equipment design deficiencies

changes in fuel quality.

Required knowledge

The knowledge referred to in the Evidence Guide for this unit includes:

cathodic protection techniques

switching techniques

isolation procedures

earthing techniques

voltage systems

electrical generation and distribution theory

theory of synchronisation

hazards associated with chemical substances such as PCBs.

principles of operation of plant/equipment

physics and chemistry relevant to the process unit

process parameters and limits, eg temperature, pressure, flow

duty of care obligations

hierarchy of control

communication protocols, eg radio, phone, computer, paper, permissions/authorities

routine problems, faults and their resolution

relevant alarms and actions

plant process idiosyncrasies

all items on a schematic of the plant item and the function of each

correct methods of starting, stopping, operating and controlling process

corrective action appropriate to the problem cause

function and troubleshooting of major components and their problems

types and causes of problems within operator's scope of skill level and responsibility.

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the Performance Criteria, is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts.

Codes of practice/ standards

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

This unit of competency includes all such items of equipment and unit operations which form part of the production/processing system. For your power generation system this may include (select relevant items):

high voltage and low voltage AC and DC

battery systems

uninterrupted power supplies (UPS)

switchboards

prime movers

transformers

unit control panels

electrical protection equipment.

Typical problems

Typical problems for your plant may include:

variation/loss of fuel/energy supply

control equipment failure

power demand changes

change in atmospheric conditions (rain, temperature, wind, lightning)

emergency situations.

Appropriate action

Appropriate action includes:

determining problems needing action

determining possible fault causes

rectifying problem using appropriate solution within area of responsibility

following through items initiated until final resolution has occurred

reporting problems outside area of responsibility to designated person.

Procedures

Procedures may be written, verbal, computer-based or in some other form. They include:

all work instructions

standard operating procedures

formulas/recipes

batch sheets

temporary instructions

any similar instructions provided for the smooth running of the plant.

For the purposes of this Training Package, 'procedures' also includes good operating practice as may be defined by industry codes of practice (eg Responsible Care) and government regulations.

Health, safety and environment (HSE)

All operations to which this unit applies are subject to stringent health, safety and environment requirements, which may be imposed through State or Federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between Performance Criteria and HSE requirements, the HSE requirements take precedence.