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Evidence Guide: UETTDRIS71A - Diagnose and rectify faults in electrical energy supply transmission 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

 

UETTDRIS71A - Diagnose and rectify faults in electrical energy supply transmission systems

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

Prepare to diagnose and rectify faults.

  1. OHS procedures for a given work area are identified, obtained and understood.
  2. Established OHS risk control measures and procedures in preparation for the work are followed.
  3. Safety hazards that have not previously been identified are documented and risk control measures devised and implemented in consultation with appropriate personnel.
  4. The extent of faults is determined from reports and other documentation and from discussion with appropriate personnel.
  5. Appropriate personnel are consulted to ensure the work is coordinated effectively with others involved on the work site.
  6. Tools, equipment and testing devices needed to diagnose faults are obtained in accordance with established procedures and checked for correct operation and safety.
OHS procedures for a given work area are identified, obtained and understood.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safety hazards that have not previously been identified are documented and risk control measures devised and implemented in consultation with appropriate personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The extent of faults is determined from reports and other documentation and from discussion with appropriate personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate personnel are consulted to ensure the work is coordinated effectively with others involved on the work site.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tools, equipment and testing devices needed to diagnose faults are obtained in accordance with established procedures and checked for correct operation and safety.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Diagnose and rectify faults.

  1. OHS risk control measures and procedures for carrying out the work are followed.
  2. The need to test or measure live is determined in strict accordance with OHS requirements and when necessary conducted within established safety procedures.
  3. Circuits/machines/plant are checked as being isolated where necessary in strict accordance OHS requirements and procedures.
  4. Logical diagnostic methods are applied to diagnose electrical energy transmission system faults employing measurements and estimations of system operating parameters referenced to system operational requirements.
  5. Suspected fault scenarios are tested as being the source of system problems.
  6. Source of the fault is identified and appropriately competent persons are engaged to rectify the fault where it is outside the scope of the control system.
  7. Faults in the system components are rectified to raise electrical energy transmission system to its operation standard.
  8. System is tested to verify that it operates as intended and to specified requirements.
  9. Decisions for dealing with unexpected situations are made from discussions with appropriate persons and job specifications and requirements.
  10. Methods for dealing with unexpected situations are selected on the basis of safety and specified work outcomes.
  11. Diagnosis and rectification activities are carried out efficiently without unnecessary waste of materials or damage to system and the surrounding environment or services and using sustainable energy practices.
OHS risk control measures and procedures for carrying out the work are followed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The need to test or measure live is determined in strict accordance with OHS requirements and when necessary conducted within established safety procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Circuits/machines/plant are checked as being isolated where necessary in strict accordance OHS requirements and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Logical diagnostic methods are applied to diagnose electrical energy transmission system faults employing measurements and estimations of system operating parameters referenced to system operational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suspected fault scenarios are tested as being the source of system problems.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source of the fault is identified and appropriately competent persons are engaged to rectify the fault where it is outside the scope of the control system.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Faults in the system components are rectified to raise electrical energy transmission system to its operation standard.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

System is tested to verify that it operates as intended and to specified requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decisions for dealing with unexpected situations are made from discussions with appropriate persons and job specifications and requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Methods for dealing with unexpected situations are selected on the basis of safety and specified work outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Diagnosis and rectification activities are carried out efficiently without unnecessary waste of materials or damage to system and the surrounding environment or services and using sustainable energy practices.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete and report fault diagnosis and rectification activities.

  1. OHS work completion risk control measures and procedures are followed.
  2. Work site is made safe in accordance with established safety procedures.
  3. Rectification of faults is documented in accordance with established procedures.
  4. Appropriate person or persons notified, in accordance with established procedures, that the system faults have been rectified.
OHS work completion risk control measures and procedures are followed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work site is made safe in accordance with established safety procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Rectification of faults is documented in accordance with established procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate person or persons notified, in accordance with established procedures, that the system faults have been rectified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

9) This provides essential advice for assessment of the unit. It must be read in conjunction with the performance criteria and the range statement of the unit and the Training Package Assessment Guidelines.

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’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, 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 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 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 shall 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 – UET12’. 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:

Diagnose and rectify faults in electrical energy supply transmission systems as described in 8) and including:

A

Applying logical diagnostic methods.

B

Using fault scenarios to test the source of system faults.

C

Identifying faults and competency needed to rectify them.

D

Rectifying faults in system.

E

Verifying that the system operates correctly.

F

Documenting fault rectification.

G

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.

The resources used for assessment should reflect current industry practices in relation to diagnosing and rectifying faults in electrical energy supply transmission 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 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)

There are no concurrent assessment recommendations for this unit.

The critical aspects of occupational health and safety covered in Unit UEENEEE101A and other discipline specific occupational health and safety unit(s) shall be reassessed in relation to this unit.

Required Skills and Knowledge

8) 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 diagnosing and rectifying faults in electrical energy supply transmission systems.

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

KS01-TIS71A Electrical power system transmission faults

Evidence shall show an understanding of electrical power system transmission faults to an extent indicated by the following aspects:

T1 Overview of the transmission system including lines, buses, transformers and cables. Line/bus layouts including single and double switching, breaker and a half systems and HV crossing methods.

T2 The principles involved in high voltage a.c. transmission including tower types and configurations, choice of towers or poles (economic and environmental), insulator types and configuration, types of conductors, their configuration and standard nomenclature. Typical line spacing and ground clearances. Line ratings based on ambient temperature. Conductor terminating and clamping equipment including vibration damping principles and equipment.

T3 The principles involved in d.c. transmission including the economics, harmonic generation, VAR requirements and protection difficulties. Types of connections and transformer requirements. Advantages and disadvantages of d.c. transmission. Typical overseas systems. Likely (future) use in this country.

T4 The principles of operation, voltage and current range, breaking capacity and field of use of the following types of circuit breakers.

bulk oil

small oil volume

air break

air blast

air puffer

vacuum and

SF6 (double pressure and puffer types).

T5 The types of isolators in use. Examples include duo-roll, blade and scissor type.

T6 Circuit breaker auxiliary systems including:

high pressure air systems and air storage and handling processes

d.c. systems including battery types, charging and protection systems and earth fault detection systems

SF6 conditioning, storage and handling system

T7 The characteristics of lines and cables including the calculation of R, X and B for different arrangements of conductor. Typical values for actual lines. Transposition. Models based on line length. Voltage and line regulation. The transmission of power (P) and VARs (Q).

T8 Control of voltage. Conditions leading to voltage collapse and system disintegration. Effects on the system of high/low volts. Voltage control devices including:

voltage regulators applied to generators and synchronous phase modifiers

electromagnetic voltage regulators

series and parallel capacitors

OLTC transformers and static Var compensations (SVCs)

T9 Range of devices covered by SVCs including:

saturated reactor compensations (SRs)

thyristor controlled reactor compensators (TCRs)

combined TCR/TSCs and

production of wave-form distorting harmonics and control devices

T10 Importance of the location in the system of voltage control devices

T11 Use of graphical methods to calculate the size of VAr regulating plant

T12 Types of communication systems including telephone, power line carrier, dedicated cable, micro-wave links and fibre optics. Quantities and signals to be communicated. Advantages and disadvantages of the various systems. Equipment requirements

T13 Transient over-voltages in power systems. Switching and lightning overvoltages and their effect on different plant items. Transient over-voltage control and reduction using surge diverters, shield wires and CB are control. Insulation systems, insulation co-ordination, insulation grading in plant items, bushings and capacitor bushings

T14 Factors leading to the generation of corona. Consequences of corona. Reduction of corona including conductor bundling, grading rings and conductor surface treatment

Range Statement

10) 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 shall be demonstrated in relation to diagnosing and rectifying at least four faults in a servo/stepper drive control system.

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.