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Evidence Guide: UEPMNT449A - Diagnose and repair mechanical systems faults in wind turbine generators

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

 

UEPMNT449A - Diagnose and repair mechanical systems faults in wind turbine generators

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 are gathered (auditory, visual, smell, touch)
  3. Relevant hard copy or online documentation to support fault finding process are accessed
  4. Built-in fault indicators and error codes, where appropriate, are examined and correctly interpreted
  5. Circuit/system function and characteristics are determined by reference to circuit diagrams, specifications, schematics and/or consultation with technical adviser.
Data logging information and error codes are accessed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Circuit/system function and characteristics are determined by reference to circuit diagrams, specifications, schematics and/or consultation with technical adviser.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

  1. Knowledge of WTG mechanical 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 mechanical 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 mechanical 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 used, where appropriate,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, where possible, examined and 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. Systems are 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 used, where appropriate,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, where possible, examined and 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:

 

 

 

 

 

 

 

Systems are 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 mechanical 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) This provides essential advice for assessment of the competency standard unit and must be read in conjunction with the Performance Criteria and the Range Statement of unit and the Training Package Assessment Guidelines.

The Evidence Guide forms an integral part of this competency standard 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)

Longitude 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’s 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 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. Hence, sources of evidence need to be ‘rich’ in nature so as to minimise error in judgment.

Activities associated with normal every day 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 practiced. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included in the Assessment Guidelines 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:

Inspect a gearbox using an endoscope

Replace a worn gear in the gearbox

Replace a gearbox bearing

Perform in-field oil testing

B

All of the following:

Diagnose and repair a faulty pitch drive

Diagnose and repair a faulty yaw drive

C

All of the following:

Diagnose and repair non-pitch turbine braking systems

D

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)

d 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 mechanical systems faults in wind turbine generators

Method of assessment

9.4)

This unit shall be assessed by methods given in 1.3.00 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 essential knowledge and associated skills 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 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:

Unit Code

Unit Title

UEPMNT448A

Diagnose and repair faults in wind turbine generator control systems

UEPMNT447A

Diagnose and repair faults in wind turbine generator electrical systems

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-PM4349A Diagnose and repair mechanical systems faults in wind turbine generators

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

T1. Diagnose and repair pitch drive

• Hydraulic systems

• Mechanical systems

T2. Diagnose and repair yaw drive

T3. Diagnose and repair WTG gearbox

T4. Non-pitch turbine braking systems

T5. Diagnose and repair hydraulic pumps

T6. Field-based oil testing techniques

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 includes personnel lifts, climb assist, elevators, ladders

Lifting apparatus includes winches and cranes

Equipment includes: pitch drives, yaw drive, gearbox, non-pitch turbine braking systems

Repairs may include complete change out of gearbox, pitch drives, yaw drives

Gearbox diagnosis and repair may include: micro-pitting, grinding temper, pressure marking, contaminated oil, rust, contamination by foreign bodies, oil leaks, choked breathers, loose mountings, excessive vibration, oil temperature out-of-limits, shaft replacement

Tools may include spanners, screwdrivers, side cutters, pliers, high torque wrench, grease pump, endoscope, callipers, micrometers, wire gauges, feeler gauges

Test equipment may include laser alignment tools, multimeters, laptop computers, PC tablet, smart phones and other data acquisition tools and equipment.

Consumables may include gearbox oils, bearing grease, paint, detergents, ‘Loctite’

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.