Unit of competency details

Unit Descriptor 

1 )

1 .1 ) Descriptor 

This unit covers developing, connecting and functionally testing electrical power and control circuits that perform specific control functions. It encompasses working safely; developing schematic/ladder diagrams and converting them to wiring diagrams; selecting and connecting contactors and control devices to perform a specific function.

1 .2 ) License to practice 

During Training : Competency development activities are subject to regulations directly related to licensing, occupational health and safety and where applicable contracts of training such as apprenticeships.

In the workplace : The application of the skills and knowledge described in this unit require a license to practice in the workplace where work is carried out on electrical equipment or installations which are designed to operate at voltages greater than 50 V a.c. or 120 V d.c.

Other conditions may apply under State and Territory legislative and regulatory requirements.

Prerequisite Unit (s )

2 )

2 .1 ) Competencies 

Granting competency in this unit shall be made only after competency in the following unit(s) has/have been confirmed.

UEENEEE101A

Apply Occupational Health and Safety regulations, codes and practices in the workplace

UEENEEE102A

Fabricate, dismantle, assemble of electrotechnology components

UEENEEE104A

Solve problems in d.c circuits

UEENEEE105A

Fix and secure electrotechnology equipment

UEENEEE107A

Use drawings, diagrams, schedules, standards, codes and specifications

UEENEEG006A

Solve problems in single and three phase low voltage machines

UEENEEG063A

Arrange circuits, control and protection for general electrical installations

UEENEEG101A

Solve problems in electromagnetic devices and related circuits

UEENEEG102A

Solve problems in low voltage a.c. circuit

UEENEEG106A

Terminate cables, cords and accessories for low voltage circuits

Employability Skills 

3 )

This unit contains Employability Skills

The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements.

Application of the Unit 

4 )

4 .1 ) General Application 

This unit applies to all qualifications, competencies and/or Skill Sets which require an electrical license.

4 .2 ) Importation 

RTOs wishing to import this unit into any qualification under the flexibility provisions of NQC Training Package Policy

6 ) Elements describe the essential outcomes of a unit of competency

Performance criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the evidence guide.

ELEMENT 

PERFORMANCE CRITERIA 

1

Develop and prepare to connect electrical control circuits.

1.1

OHS procedures for a given work area are identified, obtained and understood.

1.2

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

1.3

Safety hazards, which have not previously been identified, are noted and established risk control measures are implemented.

1.4

Control scenarios are determined from discussions with appropriate person(s) and documented in accordance with established procedures.

1.5

Agreement for the control scenarios is sought from appropriate person(s) and documented in accordance with established procedures.

1.6

Schematic arrangement of control circuits that complies with agreed scenarios is documented in accordance with established procedures.

1.7

Materials needed to connect control circuits are obtained in accordance with established procedures and checked against job requirements.

1.8

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

1.9

Preparatory work is checked to ensure no damage has occurred and complies with requirements.

2

Connect and test electrical control circuits.

2.1

OHS risk control measures and procedures for carrying out the work are followed.

2.2

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

2.3

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

2.4

Control circuit components are connected to comply with the agreed control scenario.

2.5

Control circuit operation is tested for agreed functionality and in strict accordance with OHS requirements and established safety procedures.

2.6

Non-compliant control functions are rectified to comply with the agreed control scenario.

2.7

Unexpected situations are dealt with safely and with the approval of an authorised person.

2.8

Control circuits are connected and tested efficiently without unnecessary waste of materials or damage to apparatus, circuits, the surrounding environment or services and using sustainable energy practice.

3

Completion and document circuit development activities.

3.1

OHS work completion risk control measures and procedures are followed.

3.2

Work site is cleaned and made safe in accordance with established procedures.

3.3

'As-connected' control circuits are documented using standard drawing conventions and an appropriate person or persons notified in accordance with established procedures.

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 developing and connecting control circuits.

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

KS01-EG109A Electrical control devices and circuits 

Evidence shall show an understanding of electrical control devices and circuits to an extent indicated by the following aspects:

T1 Basic relay circuits encompassing:

• Identification of given circuit diagrams (schematic) symbols and explain the operation of the components represented
• labelling wires and terminal (numbering systems)
• control relay - operating principles, basic contact configurations and identification and common applications
• push button - switching configurations and common applications
• selecting pushbuttons/pilot lamps from manufacturer’s catalogues for specific applications
• development of simple stop-start relay circuit that incorporates pilot lights and latching circuit.
• connection and testing of control circuits

T2 Relay circuits and drawing conventions encompassing:

• circuit diagram drawing conventions
• selecting relays from manufacturers’ catalogue for specified applications
• circuit development of electrical control circuit in accordance with a written description (specification) and list the sequence of operation of the circuit
• connecting simple electrical control circuit from circuit diagrams
• applying safe working practices when testing an electrical control circuit

T3 Remote STOP-START control and electrical interlocking encompassing:

• operation of local and remote start-stop control of relays
• operation of an electrically interlocked relay circuit
• development of a relay circuit incorporating local and remote start and stop buttons and electrical interlocking.
• connecting electrical circuits with local and remote start-stop control and with electrical interlocking.
• applying circuit checking and testing techniques to an electrical control circuit.

T4 Time delay relays encompassing:

• timers - operating principles, basic contact configurations and identification and common applications
• selecting timers for specified functions from manufactures’ catalogues
• development of timer controlled circuits from a written description and list the sequence of circuit operation
• connecting a timer controlled circuit using a circuit diagram as a guide.
• timer circuit checking and testing procedures.

T5 Circuits using contactors encompassing:

• contactors - operating principles, basic contact configurations and identification and common applications
• thermal overloads - operating principles, basic contact configurations and identification and common applications
• circuit diagram symbols
• circuit development using a contactor
• using contactors for motor control.
• compliance requirements for devices for isolating circuits.

T6 Jogging and interlocking encompassing:

• purpose and application of jogging control of motors
• operation of motor control using start, stop and jog buttons
• purpose and application of electrical/mechanical interlocking
• developing a multiple motor starting circuit from a description of the circuit operation including jog and interlock functions.
• selecting circuit components using manufacturers’ catalogues for appropriate duty ratings
• connecting and testing a multiple motor starting circuit which incorporates start, stop and jog control.

T7 Control devices encompassing:

• common control devices used in automatic control circuits: limit switches, proximity switches, photoelectric cells, pressure switches, float switches, light sensors and temperature sensors
• basic operating principles of common control devices
• advantages and disadvantages of common control devices
• applications for common control devices
• selecting control devices using manufacturers’ catalogues for specified applications
• connection of control devices into control circuits

T8 Programmable relays encompassing:

• programmable relays - advantages over electromagnetic relay circuit control.
• typical applications of programmable relays.
• block diagram representation and basic operating principles
• input and output parameters, listing, connections and output types.
• connecting input and output devices to a programmable relay using a diagram
• basic programming of ladder circuits consisting of inputs, outputs i.e. stop-start circuit
• using the monitoring facility of the programmable relay to verify each ladder circuit operation.
• programming timers and using the monitoring facility of the programmable relay to check the values of the timer
• external devices
• implications of programming normally closed field devices
• conversion of control circuits
• installation of programmable control relays
• common faults and their symptoms

T9 Three-phase induction motor starters encompassing:

• reasons for limiting the starting current of large motors.
• requirements of the wiring rules (AS/NZS 3000) and the local supply authority service rules, with regard to starting and control of induction motors.
• DOL starter operating principles, applications and circuits
• electronic (soft) starter operating principles, applications and circuits
• connecting a DOL motor starter and testing the operation of the power and control circuits
• installation of DOL and soft starters

T10 Three-phase induction motor starters- reduced voltage encompassing:

• star-delta starter operating principles and circuits
• primary resistance starter operating principles and circuits
• auto-transformer starter operating principles and circuits
• secondary resistance starter operating principles and circuits
• common applications for each starter type
• comparison of motor starters basic characteristics
• selecting the most suitable motor starter for a given situation
• connecting motor starter power and control circuits for correct operation
• measuring starting current and torque of selected motor starters
• installation of reduced voltage starters

T11 Three-phase induction motor reversal and braking encompassing:

• reversing operating principles and control circuits
• plug braking operating principles and circuits
• dynamic braking operating principles and circuits
• regenerative braking operating principles and circuits
• eddy current brakes operating principles and circuits
• mechanical brakes operating principles and circuits
• comparison of the difference braking methods used.
• typical applications for each braking method.
• connecting a circuit with a braking feature to operate a three-phase motor.
• installation of motor braking control circuits

T12 Three-phase induction motor speed control encompassing:

• pole changing operating principles and circuits
• variable frequency drives operating principles and circuits
• slip-ring motors operating principles and circuits
• installation of motor speed controllers.

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'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 - 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:

• Develop and connect control circuits as described as described in 8) and including:

A

Determining control scenarios specifications.

B

Developing schematic arrangement of control circuits that meets the required scenario as specified.

C

Connecting control circuit to function as specified.

D

Conducting safety and functional testing correctly

E

Identifying and correcting non-compliant control functions.

F

Documenting 'as-connected' control circuit.

G

Dealing with unplanned events

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 development and connecting electrical control circuits.

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 )

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

UEENEEG108B

Trouble-shoot and repair faults in low voltage electrical apparatus and circuits

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 shall be demonstrated in relation to developing, connecting and safety and functional testing on more than one occasion of at least four of the following control circuits:

• Multiple light switching circuit
• Master control circuit
• Single stop-start circuit
• Multiple stop-start circuit
• Time controlled circuit
• Machine interlocked circuit
• Motor jogging circuit
• Machine safety circuit

and,

using at least five of the following devices

• Multi-way switches
• Switches with more than two positions and Off
• Push buttons
• Electromechanical relays
• Programmable relays
• Contactors
• Reversing contactors
• Three phase starters
• Reduced voltage starters

and

with at least two of the following transducers/sensors:

• Timers
• Limit switches
• Proximity switches
• Photoelectric cells
• Pressure switches
• Float switches
• Light sensors
• Temperature sensors

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.

2 .2 ) Literacy and numeracy skills 

Participants are best equipped to achieve competency in this unit if they have reading, writing and numeracy skills indicated by the following scales. Description of each scale is given in Volume 2, Part 3 'Literacy and Numeracy'

Reading

4

Writing

4

Numeracy

4

Competency Field 

5 )

Electrical