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Evidence Guide: UEENEEI148A - Solve problems in single phase electronic power control 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

 

UEENEEI148A - Solve problems in single phase electronic power control circuits

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

Prepare to solve problems in single phase electronic power control systems.

  1. OHS processes and procedures for a given work area are identified, obtained and understood.
  2. Established OHS risk control measures and procedures are followed in preparation for the work.
  3. The extent of single phase electronic power control problem is determined from performance specifications and situation reports and in consultations with relevant persons.
  4. Activities are planned to meet scheduled timelines in consultation with others involved in the work.
  5. Tools, equipment and testing devices needed for the work are obtained in accordance with established procedures and checked for correct operation and safety.
OHS processes and procedures for a given work area are identified, obtained and understood.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

The extent of single phase electronic power control problem is determined from performance specifications and situation reports and in consultations with relevant persons.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Activities are planned to meet scheduled timelines in consultation with others involved in the work.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Tools, equipment and testing devices needed for the work are obtained in accordance with established procedures and checked for correct operation and safety.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Solve problems in single phase electronic power control systems.

  1. OHS risk control measures and procedures for carrying out the work are followed.
  2. Knowledge of single phase electronic power control device and circuit operation, characteristics and applications are applied to developing solutions to control problems.
  3. Parameters, specifications and performance requirements in relation to each single phase electronic power control problem are obtained in accordance with established procedures.
  4. Approaches to resolving single phase electronic power control problems are evaluated to provide most effective solutions.
  5. Methods for dealing with unexpected situations are selected on the basis of safety and specified work outcomes.
  6. Problems are solved efficiently without waste of materials or damage to apparatus and 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:

 

 

 

 

 

 

 

Knowledge of single phase electronic power control device and circuit operation, characteristics and applications are applied to developing solutions to control problems.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Parameters, specifications and performance requirements in relation to each single phase electronic power control problem are obtained in accordance with established procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Approaches to resolving single phase electronic power control problems are evaluated to provide most effective solutions.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Methods for dealing with unexpected situations are selected on the basis of safety and specified work outcomes.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Problems are solved efficiently without waste of materials or damage to apparatus and the surrounding environment or services and using sustainable energy practices.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Test and document solutions to single phase electronic power control.

  1. OHS risk control measures and procedures for carrying out the work are followed.
  2. Solutions to single phase electronic power control problems are tested to determine their effectiveness and modified where necessary.
  3. Adopted solutions are documented including instruction for their implementation that incorporates risk control measure to be followed. (See Note)
  4. Justification for solutions used to solve single phase electronic power control problems are documented in accordance with established procedures.
OHS risk control measures and procedures for carrying out the work are followed.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Solutions to single phase electronic power control problems are tested to determine their effectiveness and modified where necessary.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Adopted solutions are documented including instruction for their implementation that incorporates risk control measure to be followed. (See Note)

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Justification for solutions used to solve single phase electronic power control problems are documented in accordance with established procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Note:

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

A license to practice in the workplace is required for work involving direct access to plant and equipment connected to installation wiring at voltages above 50 V a.c. or 120 V d.c.

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 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 must 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 accord 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 influence decisions about how/how much 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 required skills and knowledge 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 phase electronic power control systems as described in 8) and including:

A

Understanding the extent of the single phase electronic power control problem.

B

Obtaining electronic device and circuit parameters, specifications and performance requirements appropriate to each problem.

C

Testing and solutions to single phase electronic power control problems.

D

Documenting justification of solutions implemented in accordance with established procedures.

E

Dealing with unplanned events by drawing on required skills and knowledge to provide appropriate solutions incorporated in a 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 providing solutions to single phase electronic power control problems.

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 required skills and knowledge 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 required skills and knowledge 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:

UEENEEH113A

Troubleshoot amplifiers in an electronic apparatus

OR

UEENEEI124A

Fault find and repair analogue circuits and components in electronic control systems

The critical aspects of occupational health and safety covered in unit UEENEEE101A and other discipline specific occupational health and safety units shall be incorporated in relation to this unit.

Required Skills and Knowledge

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

Evidence shall show that knowledge has been acquired of safe working practices and solve problems in single phase electronic power control systems.

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

KS01-EI148A

Single phase electronic power control circuit

Evidence shall show an understanding of single phase electronic power control circuit to an extent indicated by the following aspects:

T1.

Introduction to Power Control:

Advantages and benefits of power control

Need for power control and typical applications

Power control methods

Types of solid state switches

Block diagram of a power converter

Power control terminology

Modes of operation.

T2.

Single Phase Power Rectifiers:

Single Phase Rectifier Circuit Configurations

Resistive/Inductive Loads

Output Voltages/Waveforms

Ripple Voltage/Frequency

Peak Reverse Voltages

Free Wheeling Diodes

T3.

Silicon Controlled Rectifiers (SCRs):

Construction and Symbol

Basic Operating Principles

Characteristics

Gate Requirements

Commutation

Electrical Ratings

Testing SCRs

Applications.

T4.

Triacs and Gate Turn Off (GTO) Thyristors:

Triac Construction and Symbol

Triac Basic Operating Principles

Triac Characteristics

Triac Triggering Modes

Triac Electrical Ratings

Triac Testing

GTO Construction and Symbol

GTO Basic Operating Principles

GTO Characteristics

GTO Electrical Ratings

Applications for Triac and GTOs

T5.

Power Transistors (BJTs):

BJT Construction and Symbol

BJT Basic Operating Principles

BJT Characteristics

BJT Electrical Ratings

BJT Testing

Applications for BJTs

T6.

Power Field Effect Transistors (FET):

Types of FETs used for power control

Power FETs Construction and Symbol

FET Basic Operating Principles and Characteristics

IGBT Basic Operating Principles and Characteristics

Power FET Electrical Ratings

Power FET Testing

Applications for Power FETs

T7.

Triggering Devices Diac:

construction and symbol

operating principles

breakover voltage.

Unijunction transistors (UJTs)

construction and symbol

operating principles

intrinsic standoff ratio and peak point voltage

T8.

Programmable Unijunction Transistors (PUTs):

construction and symbol

operating principles

programmable standoff ratio

peak point voltage

T9.

Triggering Circuits:

R-C Time Constant Circuits

Diac Trigger Circuit Operation

UJT Relaxation Oscillator Circuit Operation

PUT Relaxation Oscillator Circuit

T10.

Half Wave Controlled Rectification:

Phase shift control

Controlled rectifiers

Controlled rectifier power output control

Single Phase Half-Wave Controlled Rectifier

Circuit configuration

circuit operation

waveforms

load voltage

applications and limitations

Problems Associated with Phase Shift Control

T11.

Full Wave Controlled Bridge Rectification:

Single phase full-wave controlled bridge rectifier circuit

Output voltage

Output waveforms

Applications and limitations

Advantages and disadvantages

T12.

Fully Controlled Bridge Rectification:

Single phase fully controlled rectifier bridge circuit

Output voltage

Output waveforms

Applications and limitations

Advantages and disadvantages

T13.

Single-Phase a.c. Voltage Control:

Phase control of a.c. power

Circuit configurations - half and full control circuits

Triggering circuits

Circuit performance and operation on resistive and inductive loads

Output voltage and waveform, determination of output voltage using circuit characteristics

Range of control with inductive loads

Triggering problems associated with inductive loads.

Applications and limitations

T14.

Zero Voltage Switching (ZVS):

Operating principles

Circuit configuration – including trigger circuits

Circuit operation and waveforms – resistive loads only

Relationship between load power and conduction time

Solid state relays; types and ratings

Applications and limitations

T15.

Fault Finding of Power Control Circuits:

Fault finding procedures

Typical faults – power and trigger circuits

Characteristics displayed by common faults

Comparison of test data with expected data (voltage/current waveforms)

Location and replacement of faulty components

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 solve problems in at least four single phase electronic power control systems

Note.

Typical single phase electronic power control problems are those encountered in meeting performance requirements and compliance standards, revising control operating parameters and dealing with control malfunctions.

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.