NTISthis.com

Evidence Guide: UEENEEG108A - Trouble-shoot and repair faults in low voltage electrical apparatus and circuits

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

 

UEENEEG108A - Trouble-shoot and repair faults in low voltage electrical apparatus and circuits

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

Prepare to trouble-shoot and rectify faults.

  1. The extent and nature of the electrical installation is determined from job specifications.
  2. Safety and other regulatory requirements to which the electrical installation shall comply area are identified, obtained and understood.
  3. OHS procedures for a given work area are identified, obtained and understood.
  4. OHS risk control measures and procedures in preparation for the work are followed.
  5. The likely extent of work to be undertaken is envisaged from fault/breakdown reports and/or discussions with appropriate person(s).
  6. Advice is sought from the work supervisor to ensure the work is coordinated effectively with others.
The extent and nature of the electrical installation is determined from job specifications.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Safety and other regulatory requirements to which the electrical installation shall comply area are identified, obtained and understood.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

OHS procedures for a given work area are identified, obtained and understood.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

OHS risk control measures and procedures in preparation for the work are followed.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

The likely extent of work to be undertaken is envisaged from fault/breakdown reports and/or discussions with appropriate person(s).

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Advice is sought from the work supervisor to ensure the work is coordinated effectively with others.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Trouble-shoot and repair faults.

  1. OHS risk control measures and procedures for carrying out the work are followed.
  2. The need to test or measure live is determined in strict accordance with OHS requirements and when necessary conducted within established safety procedures.
  3. Circuits/machines/plant are checked as being isolated where necessary in strict accordance OHS requirements and procedures.
  4. Safety hazards resulting from the fault or breakdown are documented and risk control measures devised and implemented in consultation with appropriate personnel.
  5. Trouble-shooting is approached methodically drawing on knowledge of electrical circuits and apparatus using measured and calculated values of circuit/apparatus parameters.
  6. Circuit/apparatus components are dismantled where necessary and parts stored to protect them against loss or damage.
  7. Faulty circuits/components are rechecked and their fault status and acquired.
  8. Materials/replacement parts required to rectify faults are sourced and obtained in accordance with established procedures.
  9. Effectiveness of the repair is tested in accordance with established procedures.
  10. Apparatus is reassembled, finally tested and prepared for return to service.
  11. Unexpected situations are dealt with safely and with the approval of an authorised person.
  12. Trouble-shooting and repair activities are carried out without damage to apparatus, circuits, the surrounding environment or services and using sustainable energy practices.
OHS risk control measures and procedures for carrying out the work are followed.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

The need to test or measure live is determined in strict accordance with OHS requirements and when necessary conducted within established safety procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Circuits/machines/plant are checked as being isolated where necessary in strict accordance OHS requirements and procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Safety hazards resulting from the fault or breakdown are documented and risk control measures devised and implemented in consultation with appropriate personnel.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Trouble-shooting is approached methodically drawing on knowledge of electrical circuits and apparatus using measured and calculated values of circuit/apparatus parameters.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Circuit/apparatus components are dismantled where necessary and parts stored to protect them against loss or damage.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Faulty circuits/components are rechecked and their fault status and acquired.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Materials/replacement parts required to rectify faults are sourced and obtained in accordance with established procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Effectiveness of the repair is tested in accordance with established procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apparatus is reassembled, finally tested and prepared for return to service.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Unexpected situations are dealt with safely and with the approval of an authorised person.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Trouble-shooting and repair activities are carried out without damage to apparatus, circuits, the surrounding environment or services and using sustainable energy practices.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Completion and report trouble-shoot and repair activities.

  1. OHS work completion risk control measures and procedures are followed.
  2. Work area is cleaned and made safe in accordance with established procedures.
  3. Written justification is made for repairs to apparatus.
  4. Work completion is documented and an appropriate person or persons notified in accordance with established procedures.
OHS work completion risk control measures and procedures are followed.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work area is cleaned and made safe in accordance with established procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Written justification is made for repairs to apparatus.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work completion is documented and an appropriate person or persons notified in accordance with established procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

Find and repair faults in electrical apparatus and circuits as described as described in 8) and including:

A

Envisaging the likely extent of the fault and the work from fault/breakdown reports and/or discussion to elicit information on the fault/breakdown with appropriate person(s).

B

Using appropriate tools and resources, and methodical fault finding techniques.

C

Locating and trouble-shooting faults efficiently.

D

Conducting tests or measurements in strict accordance with OHS and electrical safe working requirements.

E

Rectifying faults effectively.

F

Reporting cause of the fault and justifying the repairs undertaken.

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 trouble-shooting and repairing faults in electrical apparatus and 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:

UEENEEG109A

Develop and connect electrical control circuits t

Required Skills and Knowledge

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 trouble-shooting and repairing faults in electrical apparatus and circuits.

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

KS01-EG108A Electrical circuit and equipment faults and fault finding techniques

Evidence shall show an understanding of electrical circuit and equipment faults and fault finding techniques to an extent indicated by the following aspects:

T1 Troubleshooting concepts encompassing:

need to understand the correct operation of a circuit or equipment, switching and control circuit arrangements.

common faults with circuits and equipment including operator faults, incorrect connections, open-circuits, short-circuits, device faults (mechanical), supply faults.

typical faults symptoms and their causes: operation of circuit protective device, appliance does not operate, single phase motor does not develop enough torque to drive the load, three phase motor does not develop enough torque to drive the load, motor overload trips

factors to consider in clarifying the nature of a fault: initial fault report, confirmation of symptoms of the fault, comparison of symptoms with normal operation

effect to cause reasoning — assumptions of possible causes

methods for testing assumptions: visual inspection, component isolation, test equipment, sectional testing, split-half tests

repairing the fault and the steps needed to ensure fault doesn’t re-occur

dealing with intermittent faults (typical causes of intermittent faults are vibration, shock, changes in temperature and electromagnetic interference).

final testing and re commissioning

T2 Troubleshooting water heater and appliance circuits/equipment encompassing:

circuit diagrams of common single phase and three phase hot water systems

single phase and three phase element resistance values (determined from measurement and calculation from power and voltage ratings)

testing single and three phase elements for correct insulation resistance and continuity

element replacement techniques

operation of thermostats, thermal cut-outs and pressure relief valves, flow switches and checking sacrificial anodes

locating faults in common single and three phase hot water systems

repairing faulty water heating systems

T3 Troubleshooting electrical appliance circuits/equipment encompassing:

circuit diagrams of common single phase and three phase appliances

methods to determine the cause of an RCD operation

identification of appliances that is causing an RCD to trip

testing single and three phase appliances for correct insulation resistance and continuity

operation of appliances controls

locating faults in common single and three phase appliances

repairing faulty appliances

T4 Troubleshooting lighting circuits encompassing:

circuit and wiring diagrams of common lighting circuits including single light controlled by a single switch, multiple lights controlled by a single switch, two and three way switching using the loop at the light method and the loop at the switch method.

causes of wiring faults from supplied symptoms and circuit and/or wiring diagrams

causes of faults in ELV lighting devices, include transformer (iron core or electronic), voltage drop, heat, over-voltage, poor connections, incompatible dimmers

diagrams of a basic fluorescent light circuit including lamp, ballast and starter

locating faults in fluorescent light circuits

operation of a range of lighting control including passive infra-red (PIR), dimmers, photo electric or day-light switches and time clocks

locating faults in lighting control circuits

T5 Troubleshooting single phase motor and control circuits encompassing:

circuit diagrams of split phase, capacitor start, capacitor start capacitor run, universal and shaded pole single phase motors

causes of single phase motor faults from supplied symptoms and circuit diagrams

causes of electrical faults in single phase motors, include open and partially open circuit winding, short and partially short circuit winding, open circuit rotor, burnt out winding, coil shorted to frame.

reasons for a thermal overload trip and how often they are to be reset before investigating a cause

internal mechanical faults and their consequences, include bearings, fans, bent shaft, locked rotor, blocked air vents, centrifugal switches, environmental factors

faults on driven loads and couplings and their consequences, include slipping belts, poorly aligned coupling (shims), vibration, loads bearing failing, load stalling.

locating faults in single phase motors and their controls

T6 Troubleshooting three phase induction motor encompassing:

circuit diagrams of three phase induction motors

causes of three phase motor faults from supplied symptoms and circuit diagrams

causes of electrical faults in three phase motors, include open and partially open circuit phase winding, short and partially short circuit phase winding, open circuit rotor, burnt out phase winding, coil shorted to frame.

reasons for a thermal overload trip and how often they are to be reset before investigating a cause

internal mechanical faults and their consequences, include bearings, fans, bent shaft, locked rotor, blocked air vents, environmental factors.

faults on driven loads and couplings and their consequences, include slipping belts, poorly aligned coupling (shims), vibration, loads bearing failing, load stalling.

locating faults in three phase induction motors and their controls

T7 Troubleshooting electrical installations encompassing:

circuit diagrams, wiring diagrams, cable schedules and specifications of electrical installations

causes of electrical installation faults from supplied symptoms and circuit diagrams include open and partially open circuit wiring, short and partially short circuit wiring, low insulation resistance, incorrect polarity, transposition of conductors, RCD tripping.

locating faults in electrical installations

repairing faulty electrical installation circuits components and wiring.

Range Statement

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 trouble-shooting and repairing faults in electrical apparatus and circuits designed for voltages up to 1000 V a.c. or 1500 V d.c in at least:

Four of the following equipment and associated circuit

Switchboards

Protective devices

Lighting

Heating

Socket outlets

Control devices

and

Three of the following machines and associated control circuits

Single phase motors

Single phase motor controls

Three phase motors

Three phase motor controls

Synchronous machines

DC machines

DC machines controls

Transformers and auxiliary components

Notes.

1. The different types of faults include; Open-circuit; Short-circuit; Incorrect connections; Insulation failure; Unsafe condition; Apparatus/component failure; Related mechanical failure; Other electrical apparatus and circuit faults

2. Examples of apparatus are Control devices; Fixed appliances/accessories; Lighting; Single phase motors and their controls; Socket outlets Three phase motors and their controls, synchronous machines and their controls, transformers and their controls, switchboards and/or distribution boards and their controls, protection and/or metering devices, a.c./d.c. machines and their controls other like equipment/accessories.

3. Examples of circuits include those supplying fixed appliances; lighting; single-phase motors; socket outlets; three phase motors and controls circuits; machines and transformers; electronic or computer based equipment other like equipment/accessories.

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.