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Evidence Guide: UEENEEJ145A - Design hydronic systems and select equipment

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!

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UEENEEJ145A - Design hydronic systems and select equipment

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

Prepare to design hydronic systems and select equipment

  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 the proposed hydronic system is determined from the design brief or in consultations with appropriate person(s).
  4. 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:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The extent of the proposed hydronic system is determined from the design brief or in consultations with appropriate person(s).

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 hydronic systems and select equipment

  1. Knowledge of hydronic systems, processes and methods are applied to the design.
  2. Alternative concepts for the design are evaluated based on the requirements outlined in the design brief. (See Note)
  3. Safety, functional and budget considerations are incorporated in the design.
  4. System design draft is checked for compliance with the design brief and regulatory requirements.
  5. System design is documented for submission to appropriate person(s) for approval.
  6. Solutions to unplanned situation are provided consistent with organisation's policy.
Knowledge of hydronic systems, processes and methods are applied to the design.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Alternative concepts for the design are evaluated based on the requirements outlined in the design brief. (See Note)

Completed
Date:

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Safety, functional and budget considerations are incorporated in the design.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

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

Completed
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Obtain approval for hydronic system design and equipment selection

  1. 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.
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:

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Note.Design concepts should be evaluated by real or virtual prototyping where it cannot be shown easily by other means that particular aspects of the design met specified requirements.

Completed
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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 hydronic systems as described in 8) and including:

A

Developing outlines of alternative designs

B

Developing the design within the safety, regulatory, 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 hydronic systems.

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 hydronic systems.

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

KS01-EJ145A HVAC/R hydronic system design

Evidence shall show an understanding of HVAC/R hydronic system design, applying safe working practices and relevant Standards, Codes and Regulations to an extent indicated by the following aspects:

T1 Hydronic system design fundamentals

Principles of fluid flow

properties of fluids

flow of ideal fluids

fluid flow equipment

Bernoulli Theorem

fluid flow in pipes

Pressure loss and static head - calculation

flow throughout system

pressure throughout system

friction losses

pressure loss charts for: copper, steel, UPVC

dynamic losses

fitting pressure losses

fitting interaction

total losses

calculating system (static and dynamic) head

Pump performance and selection

pump classification and types

pump performance terminology, discharge, head, power, efficiency, speed, net positive suction head required

pump performance curves

pump laws

system head and ‘K’ factor

balance points

energy considerations

pump cavitation

calculation of net positive suction head available

Series and parallel operation

Pipe sizing

maximum friction rate

erosion and equipment life

industry standards

recommended system water velocities

economic balance - first cost and operating cost

T2 Hot water systems

boilers

coils

expansion tanks

pumps, characteristics curves

control valves, types, flow diagrams,

air purge points

water treatment

pipe anchors and expansion joints

T3 Chilled water systems

Chillers

Coils

expansion tanks

pumps, characteristics curves

control valves, types, flow diagrams,

air purge points

water treatment

pipe anchors and expansion joints

T4 HVAC/R hydronic systems

Systems operation

closed/open systems

pump head/lift, static head (high rise building)

system friction losses

nett positive suction head

system curves

Pumps

types

selection criteria

performance characteristics

bladder tanks

coil characteristics

heat exchangers: plate, shell and tube, tube in tube

flow measurements: types

flow switchers

builders: types and performance characteristics

cooling towers: elementary cooling thermodynamics and types

Valves - flow control devices

types and applications

throttling characteristics

flow measurements

selection and applications

Hydronic system configuration and design

piping configurations

single pipe closed circuit

two pipe closed circuit

direct return

three pipe closed circuit with reversed return

three way diverting valves

risers and headers

component location

evaluation of piping configurations

capital cost

owning and operating costs

noise vibration

maintenance

future expansion

commissioning and balancing

operating characteristics

cavitation

System pipe sizes

pipe dynamic and friction losses for different materials

fitting pressure losses for different materials

thermal heat losses

bare, insulated and underground pipes

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 at least two different hydronic systems.

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.