NTISthis.com

Evidence Guide: UEENEEG130A - Design switchboards rated for high fault levels (greater than 400 A)

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

 

UEENEEG130A - Design switchboards rated for high fault levels (greater than 400 A)

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

Prepare to design switchboards.

  1. OHS processes and procedures for a given work area are identified, obtained and understood.
  2. The extent and nature of the switchboard is determined from design brief.
  3. Safety and other regulatory requirements to which the switchboard shall comply are identified, obtained and understood.
  4. Design development work is planned to meet scheduled timelines in consultation with others persons involved in the installation or associated work.
OHS processes and procedures for a given work area are identified, obtained and understood.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The extent and nature of the switchboard is determined from design brief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design development work is planned to meet scheduled timelines in consultation with others persons involved in the installation or associated work.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop installation design.

  1. Knowledge of switchboard performance standards, compliance methods and electrical equipment and is applied to designing the installation.
  2. Alternative arrangements for the switchboard design are considered based on the requirements outlined in the design brief.
  3. Safety, functional and budgetary considerations are incorporated in the installation design.
  4. Switchboard design draft is checked for compliance with the design brief and regulatory requirements.
  5. Switchboard design is documented for submission to appropriate person(s) for acceptance and approval.
  6. Solutions to unplanned situation are provided consistent with organisation’s policy.
Knowledge of switchboard performance standards, compliance methods and electrical equipment and is applied to designing the installation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Alternative arrangements for the switchboard design are considered based on the requirements outlined in the design brief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safety, functional and budgetary considerations are incorporated in the installation design.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Switchboard design draft is checked for compliance with the design brief and regulatory requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Switchboard design is documented for submission to appropriate person(s) for acceptance and approval.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Solutions to unplanned situation are provided consistent with organisation’s policy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain approval for installation design.

  1. Switchboard design is presented and explained to client representative and/or other relevant person(s).
  2. Requests for alterations to the design are negotiated with relevant person(s) within the constraints of organisation’s policy.
  3. Final design is documented and approval obtained from appropriate person(s).
  4. Quality of work is monitored against personal performance agreement and/or established organisational or professional standards.
Switchboard design is presented and explained to client representative and/or other relevant person(s).

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Requests for alterations to the design are negotiated with relevant person(s) within the constraints of organisation’s policy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Final design is documented and approval obtained from appropriate person(s).

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Quality of work is monitored against personal performance agreement and/or established organisational or professional standards.

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 – 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:

Design switchboards rated for high fault levels as described in 8) and including:

A Developing outlines of alternative designs.

B Developing the design within the safety and functional requirements and budget limitations.

C Documenting and presenting design effectively.

D Successfully negotiating design alteration requests.

E Obtaining approval for final design.

F 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.

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 designing switchboards rated for high fault levels.

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:

UEENEED104A

Use engineering applications software on personal computers

Required Skills and Knowledge

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 designing switchboards rated for high fault levels.

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

KS01-EG130A Switchboard design

Evidence shall show an understanding of the design of low voltage switchboards rated for high fault currents to an extent indicated by the following aspects:

T1 Trade calculations encompassing:

mathematical techniques

relevant calculations

linear measurement, areas, volumes, ratios

T2 Engineering mechanics encompassing:

base physical quantities

concepts, principles, S.I. units, their applications in

engineering calculations in relation to physical quantities and

associated formulae

mass, velocity, acceleration, force, weight, density, angles

energy/work/power

moments/torque

centre of gravity

mechanical advantage

levers

pulley blocks

efficiency

friction

vectors

resolution of forces

forces in strung conductors

forces on poles and towers

determination of sag

pressure/stress

elementary fluid mechanics

T3 Engineering materials encompassing:

classification

ferrous and non-ferrous metals

steels, alloys,

properties

tensile strength

temperature and expansion in metals

stress and strain

ductility

applications

corrosion

galvanic corrosion

hardwoods and soft woods

T4 Fault current calculations encompassing:

Calculation of fault currents

Calculation/Determination of positive, negative and zero sequence impedances

Determination of fault current breaking and let-through energy capacities of protection devices

The influence of fault/arc impedances

Impedances operative for phase-to-phase and phase-to-earth faults

Calculation of fault currents for phase-to-phase and phase-to-earth faults

Approximation calculations by selecting the components with the major impedance

Range Statement

10) 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 designing switchboards rated for fault levels in excess of 20 kA. The switchboard shall comprise control for essential and general supply, metering, sub-main controls, local final sub-circuit distribution board and fault monitoring.

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.