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Evidence Guide: UEPMNT447A - Diagnose and repair faults in wind turbine generator electrical 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

 

UEPMNT447A - Diagnose and repair faults in wind turbine generator electrical systems

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

Gather data

  1. Data logging information and error codes are accessed
  2. Sensory data on fault or problem (auditory, visual, smell, touch), is gathered
  3. Relevant hard copy or online documentation is accessed to support fault finding process
  4. Built-in fault indicators and error codes are, where appropriate, examined and correctly interpreted
  5. Reference to circuit diagrams, specifications, schematics and/or consultation with technical adviser is used are used to determine circuit/system function and characteristics
Data logging information and error codes are accessed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sensory data on fault or problem (auditory, visual, smell, touch), is gathered

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant hard copy or online documentation is accessed to support fault finding process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Built-in fault indicators and error codes are, where appropriate, examined and correctly interpreted

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reference to circuit diagrams, specifications, schematics and/or consultation with technical adviser is used are used to determine circuit/system function and characteristics

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpret data to establish hypothesis in regards to WTG electrical system fault

  1. Knowledge of WTG electrical systems and performance parameters is applied to interpretation of fault data
  2. Faults are verified or localised using correct and appropriate techniques, procedures, tools and test equipment.
  3. Priorities are set for testing / replacement of specific components, wiring, and connections in the WTG
Knowledge of WTG electrical systems and performance parameters is applied to interpretation of fault data

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Faults are verified or localised using correct and appropriate techniques, procedures, tools and test equipment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Priorities are set for testing / replacement of specific components, wiring, and connections in the WTG

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Repair WTG electrical system fault

  1. Risk analysis of the job is undertaken and communicated among the work team.
  2. Safety precautions such as circuit isolations, physical barriers, and other protective devices or systems are, where appropriate, used to ensure safety
  3. Tests are conducted to ensure fault has been correctly repaired or isolated
  4. Faulty components that have been removed from service are examined and where possible the cause of problem is identified
  5. Loose connections or wiring are repaired
  6. Parts likely to be cause of fault are removed and replaced with tested and operational parts
  7. System is tested to ensure correct operation
  8. Fault finding processes and work to repair complex fault(s) are, if required, effectively escalated with technical adviser.
Risk analysis of the job is undertaken and communicated among the work team.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safety precautions such as circuit isolations, physical barriers, and other protective devices or systems are, where appropriate, used to ensure safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tests are conducted to ensure fault has been correctly repaired or isolated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Faulty components that have been removed from service are examined and where possible the cause of problem is identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Loose connections or wiring are repaired

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Parts likely to be cause of fault are removed and replaced with tested and operational parts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

System is tested to ensure correct operation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Fault finding processes and work to repair complex fault(s) are, if required, effectively escalated with technical adviser.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record WTG electrical system fault

  1. Faulty components and parts are correctly tagged, identified and stored or shipped as per enterprise requirements
  2. Faults are recorded to standard operating procedures.
  3. Cause of complex fault and process of repair is discussed with the team and other personnel using an appropriate forum.
Faulty components and parts are correctly tagged, identified and stored or shipped as per enterprise requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Faults are recorded to standard operating procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cause of complex fault and process of repair is discussed with the team and other personnel using an appropriate forum.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

9) The Evidence Guide forms an integral part of this Unit and shall be used in conjunction with all components 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. 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 everyday 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, Section 3.1 of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

9.2)

Evidence for competence in this unit shall be considered holistically. Each element and associated Performance Criteria shall be demonstrated:

On at least two (2) occasions, In accordance with the "Assessment Guidelines” for the UEP12 Training Package.

Evidence shall also comprise:

A representative body of work performance demonstrated within the timeframe 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; and

Apply sustainable energy principles and practices as specified in the Performance Criteria and range; and

Demonstrate an understanding of the required skills and knowledge as described in this unit to such an extent that the learner's performance outcome is reported in accordance with the preferred approach; namely a percentile graded result, where required by the regulated environment; and

Demonstrate an appropriate level of employability skills; and

Conduct work observing the relevant Anti Discrimination legislation, regulations, policies and workplace procedures; and

Demonstrated performance across a representative range of contexts from the prescribed items below:

A

All of the following

Replace a battery cell in a DC battery bank

Repair an uninterruptible power supply (UPS) by replacing user-serviceable component/s

B

All of the following

Diagnose and replace an isolation diode

Repair a faulty ‘crowbar’ protection circuit

Replace a defective power factor correction capacitor

C

All of the following

Replace a defective LV circuit breaker

Perform a ‘cold’ start up sequence on the WTG

D

All of the following

Measure output current using current tongs

Measure HV, LV and ELV voltages through use of the appropriate test measurement tool

Perform wave analysis using an appropriate text measurement tool

E

All of the following

Confirm correct operation of grid isolation circuitry

F

All of the following

Repair damaged or faulty slip rings

Replace slip rings

G

All of the following

Replace a power transformer desiccant breather

H

All of the following

Deal with an unplanned event by drawing on essential knowledge and skills to provide appropriate solutions.

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 used in 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:

Diagnose and repair faults in wind turbine generator electrical systems

Method of assessment

9.4)

This unit shall be assessed by methods given in the Assessment Guidelines, Section 1.3 of this Training Package.

Note:

Competent performance with inherent safe working practices is expected in the Industry to which this competency standard 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 units:

UEPMNT448A

Diagnose and repair faults in wind turbine generator control systems

UEPMNT449A

Diagnose and repair mechanical systems faults in wind turbine generators

Required Skills and Knowledge

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

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

KS01-PM447A

Diagnose and repair faults in wind turbine generator electrical systems

Evidence shall show that knowledge has been acquired of diagnosing and repairing wind turbine generator electrical systems to the extent indicated by the following aspects:

T1. Slip ring

installation/replacement

repair

T2. Isolation diode

fault diagnosis

replacement

T3. Diagnose and repair uninterruptible power supply (UPS) systems

T4. Diagnose and repair DC back-up supply systems

Battery banks

T5. Techniques for replacing damaged wiring (where permitted)

T6. Reset principles for protection devices

T7. Live trouble-shooting

T8. Diagnose and repair power factor correction equipment

Capacitors

‘Flexi-slip’ system

Solid-state phase feedback conversion systems

Resistors

T9. Wave pattern analysis

T10. Current measurements

T11. Interfacing to the power grid

Grid failure response

Principles of grid synchronisation

T12. Safety chain

Troubleshooting

Isolating issues

T13. Terminating lugs and connectors specific to the industry

T14. In-rush protection circuitry, function and repair

Crowbar protection circuitry

Range Statement

10) This relates to the competency standard 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.

Climbing equipment, including personnel lifts, climb assist, elevators, kadders

Lifting apparatus includes winches and cranes

Diagnose and rectification of faults in wind turbine generator electrical systems may include:

Power transformers and ring mains units (RMU)s as used for WTGs

Hydraulic equipment, including turbine braking equipment.

Diagnosis and repair may include: visual inspections, replacement of electrical components, replacement of electrical protection equipment, isolation diodes, uninterruptible power supplies (UPS, safety chain, DC systems, power factor correction equipment, lose wiring, checking the tension of bolts, replacing sensors, replacing slip rings, testing of equipment for correct operation

Tools may include spanners, screwdrivers, side cutters, pliers, wire strippers, RCD protection devices

Consumables include electrical tape, lugs and connectors

Test equipment may include multimeters, current tongs, micro-ohm meters, laptop computers, PC tablet, smart phones and other data acquisition tools and equipment.

Large Scale Wind Generators (WTGs) include systems having a rating of greater than 10 kW

Work completion details may include plant and maintenance records, job cards, check sheets, on device labelling updates and reporting and/or documenting equipment defects.

Work site environment may be affected by nearby plant or processes and climatic conditions e.g. wind speed, chemical, heat, dust, noise, height and oil.

Location of wind turbine generators may be in urban, suburban, regional or rural locales and environments.

Documentation may be either paper-based or electronic format.

Isolations can refer to electrical/mechanical or other associated processes.

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 the Glossaries, Section 2.1 of this Training Package.