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Evidence Guide: UEENEEJ135A - Design control systems for refrigeration or heating, ventilation and air conditioning systems

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

 

UEENEEJ135A - Design control systems for refrigeration or heating, ventilation and air conditioning systems

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

Prepare to design control systems for heating, ventilation and , air conditioning or refrigeration systems

  1. OHS processes and procedures for a given work area are identified, obtained and understood
  2. The extent and nature of the HVAC or refrigeration system is determined from design specifications.
  3. Safety and other regulatory requirements to which the system shall comply are identified, obtained and understood
  4. Work supervisor or customers are consulted to determine which functions of the system are to be use and the parameter of each and written confirmation sought.
  5. Design development work is planned to meet scheduled timelines in consultation with others involved on the work site.
OHS processes and procedures for a given work area are identified, obtained and understood

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The extent and nature of the HVAC or refrigeration system is determined from design specifications.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work supervisor or customers are consulted to determine which functions of the system are to be use and the parameter of each and written confirmation sought.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design development work is planned to meet scheduled timelines in consultation with others involved on the work site.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design control systems for heating, ventilation and , air conditioning or refrigeration systems

  1. Established OHS risk control measures and procedures for carrying out the work are followed.
  2. Knowledge of control systems components, performance standards and compliance methods are applied to developing the system design
  3. Safety, functional and budgetary considerations are incorporated into the design.
  4. Control equipment required for the system is selected in accordance with the design specifications and established requirements.
  5. Location of components of the system is documented to ensure correct operation of system functions.
  6. Control system design draft is checked for compliance with the design brief and regulatory requirements.
  7. Control system design is documented for submission to appropriate person(s) for approval.
  8. Solutions to unplanned situation are provided consistent with organisation's policy.
Established OHS risk control measures and procedures for carrying out the work are followed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Knowledge of control systems components, performance standards and compliance methods are applied to developing the system design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safety, functional and budgetary considerations are incorporated into the design.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Control equipment required for the system is selected in accordance with the design specifications and established requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Location of components of the system is documented to ensure correct operation of system functions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Control system design is documented for submission to appropriate person(s) for approval.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain approval for control systems for heating, ventilation and , air conditioning or refrigeration systems design

  1. Control system 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 organizational or professional standards.
Control system 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 organizational 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-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. 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 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 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:

Design control systems for a heating, ventilation, air conditioning or refrigeration system as described in 8) and including:

A

Understanding required operating functions and parameters from the design specification

B

Developing the design within the safety, regulatory 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

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.

Evidence should show demonstrated competency in designing control systems for a heating, ventilation, air conditioning or refrigeration system.

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 intended primarily 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)

There are no concurrent assessment recommendations for this unit.

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 designing control systems for a heating, ventilation, air conditioning or refrigeration system.

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

KS01-EJ135A Refrigeration or heating, ventilation and, air conditioning control system design

Evidence shall show an understanding of designing refrigeration/HVAC control systems to meet refrigeration/HVAC system operating requirements through the integration of electrical, electronic, pneumatic and digital controls, applying safe working practices and relevant Standards, Codes and Regulations to an extent indicated by the following aspects:

T1 Control systems

control terminology

control system characteristics

control system diagrams and symbols

T2 Types of control equipment

Electrical (covered in KS01-EJ130A.1)

classification of circuits

two position control

floating control

sensors

controllers

flow control devices

control systems diagrams

Electronic (covered in KS01-EJ130A.1)

operating principles

sensors

controllers

control system diagrams

Pneumatic:

Control fundamentals

Pneumatic control terminology

Definitions

Control basics

Air supply

Pilot bleed system

Signal amplifier

Sensing elements

Relays and switches

Air supply system

Air drying methods

Pressure regulating valves

Pressure reducing valves

System controllers

Thermostats

Sensors

Actuators

Dampers

System control configuration

Sequence control

Limit control

Changeover control

Compensated control

Recycling control

Pneumatic – electric control

Control systems

T3 Digital Control Systems

Computer based control fundamentals

Definitions

Principles

Controller configuration

Equipment

Zone level controllers

System level controllers

Controller software

Operating software

Application software

Controller programming

System diagrams

Control diagrams

Configuration

Programming

Initialisation

EMS, BMS

SCADA system

Lan, Bacnet

T4 Applications

Refrigeration systems

HVAC systems

air handling system controls

ventilation

heating

building airflow system control

airflow control

single and multi –zones

chiller boiler and distribution system

Logic analysis

Energy management

Asset management

Life cycle

Supervisory

introduction building management

remote building control interface and modem

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 must be demonstrated in relation to designing a control system for at least two different heating, ventilation, air conditioning or refrigeration systems encompassing only one of each major component (i.e. condenser, compressor and evaporator) and associated components and controls.

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.