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Evidence Guide: UEENEEJ146A - Design complex control systems for refrigeration or heating, ventilation, 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

 

UEENEEJ146A - Design complex control systems for refrigeration or heating, ventilation, air conditioning systems

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

Prepare to design complex refrigeration/HVAC 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 the proposed refrigeration/HVAC 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 refrigeration/HVAC 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 complex refrigeration/HVAC control systems

  1. Knowledge of complex control 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 complex control 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
Date:

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

Completed
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Obtain approval for complex refrigeration/HVAC control systems design

  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:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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 complex control systems for heating, ventilation, air conditioning or refrigeration 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 complex control systems for heating, ventilation, air conditioning or refrigeration 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)

For optimisation of training and assessment effort, competency development in this unit may be arranged concurrently with unit:

UEENEEJ135A

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

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 complex control systems for heating, ventilation, air conditioning or refrigeration systems.

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

KS01-EJ146A Complex HVAC/R control system design

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

T1 Advanced HVAC/R control system design

Control diagrams

Australian Standard and nonstandard symbols as used in a variety of typical HVAC/R

control diagrams.

electric/electronic control diagrams

electrical installation documents

pneumatic diagrams

DDC diagrams

controls/electrical power circuit interface

nomographs

extraction of specific information relating to the operation and control of plant from a variety of typical HVAC/R control diagrams.

development of control diagrams to required standards given specific system operating parameters.

Control design requirements

standard and statutory requirements

economy of operation (energy management)

the desired or most appropriate system operating logic for a specified HVAC/R system.

appropriate mode of control for a specified HVAC/R system.

control system type selection for specific applications with due to regard to plant size, application, operating environment, available control power supply options, economy and computability to existing or proposed plant and control system.

components required to assemble and operate the control system of a specified HVAC/R system.

T2 HVAC/R system energy conservation methods

HVAC system control

night cycle

optimum stop/start

purge cycles

chiller/boiler/cooling tower sequencing

economy cycles (based on temperature or enthalpy).

supply air reset

condenser water temperature reset

electrical load control

power demand control

load limiting

load shedding

set point relaxation

ventilation cycles

T3 Building Management Systems

Functions of a BMS:

autonomous Functions

input

output

general I/O

installation management items

energy management

risk management

information processing

objectives

building running costs

smoke control as per AS 1668 part 1

BMS hardware:

system architecture

communication devices

substations

PC’s

interfaces with other systems

Input and output functions:

digital - inputs/outputs

digital output with status feedback

analogue input/output

sensors

alarms

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 complex control 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.