Modification History
Release |
Action |
Core/Elective |
Details |
Points |
4 |
Update |
Update recommended pre-requisite UEENEEG130A Design switchboards rated for high fault levels (greater than 400 A) |
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4 |
Update |
Update recommended pre-requisite UEENEEI123A Design electronic control systems |
Unit Descriptor
Unit Descriptor |
1 ) 1 .1 ) Descriptor |
This unit covers the explosion-protection aspects of designing electrical power, control and instrumentation systems and installations. It requires the ability to establish design briefs and to pursue economical and effective design solutions. This unit is directly equivalent to the Unit 2.18 Design explosion-protected electrical systems and installations in the Australian/New Zealand Standard AS/NZS 4761.1 Competencies for working with electrical equipment for hazardous areas (EEHA) Part 1: Competency Standards. Equivalence includes endorsement in the explosion-protection techniques listed in the Range statement of this unit. |
Application of the Unit
Application of the Unit |
4 ) |
This unit augments other formally-acquired competencies in a relevant industry and shall be used only in conjunction such competencies. It applies to engineering design job function at, at least, an engineering associate level. Note: Examples of relevant industries include aviations, electrical installation and maintenance, fuel storage and dispensing industrial process, instrumentation and control, marine, material handling and storage, mining, and petrochemical. |
Licensing/Regulatory Information
1 .2 ) License to practice |
The skills and knowledge described in this unit do not require a license to practice in the work place. However practice in this unit is subject to regulations directly related to occupational health and safe and contracts of training such as new apprenticeships. |
Pre-Requisites
Prerequisite Unit(s) |
2) |
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2.1) Competencies |
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Granting competency in this unit shall be made after confirming competency in designing electrical systems and installations at AQF level 6 or equivalent. Examples are (but not limited to): |
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UEENEEE015B |
Develop design briefs for electrotechnology projects |
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UEENEEG130A |
Design switchboards rated for high fault levels (greater than 400 A) |
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UEENEEI123A |
Design electronic control systems |
Employability Skills Information
Employability Skills |
3 ) 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. |
Elements and Performance Criteria Pre-Content
6 ) Elements describe the essential outcomes of a unit |
Performance criteria describe the required performance needed to demonstrate achievement of the element. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
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1 |
Establish design brief. |
1.1 |
Site and plant specifications are obtained and reviewed to establish the system requirements. |
1.2 |
Classification of the area is obtained from the hazardous area layout drawings or other classification documents. |
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1.3 |
Organizational policies and specifications for hazardous area electrical systems are obtained or established with the appropriate personnel. |
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2 |
Design system and installation. |
2.1 |
Safety, functional and economic considerations are incorporated in system design. |
2.2 |
Design complies with all hazardous area requirements and includes specifications and all other necessary documentation for explosion-protected equipment, accessories and wiring systems. |
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3 |
Check and finalise design. |
3.1 |
Design is checked by means of established procedures for compliance with all relevant requirements. |
3.2 |
Design is submitted for appropriate organizational approval and, where applicable, statutory or regulatory approval. |
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3.3 |
Approved copies of design documents are issued for retention in the verification dossier in accordance with established procedures and requirements. |
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Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
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7) This describes the essential skills and knowledge and their level, required for this unit. |
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Evidence shall show that knowledge has been acquired of safe working practices and designing explosion-protected electrical systems. All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies. |
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KS01-EM058A |
Hazardous area electrical systems design |
Evidence shall show an understanding of hazardous area electrical systems design to an extent indicated by the following aspects: |
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T1 Occupational Health and Safety responsibilities related to hazardous areas encompassing:
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T2 The roles of the parties involved in the safety of hazardous areas encompassing:
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T3 Properties of combustible substances and their potential to create an explosive hazard encompassing:
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T4 The nature of hazardous areas encompassing:
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T5 Explosive-protected equipment encompassing:
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T6 Explosion-protection equipment — Ex certification schemes encompassing:
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T7 Flameproof (Ex ‘d’) explosion-protection technique encompassing:
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T8 Increased safety (Ex ‘e’) explosion-protection technique encompassing:
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T9 Non-sparking (Ex ‘n’) explosion-protection technique encompassing:
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T10 Intrinsic safety (Ex ‘i’) explosion-protection technique encompassing:
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T11 Pressurization (Ex ‘p’) explosion-protection technique encompassing:
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T12 Enclosures for dusts (Ex ‘tD’) - explosion-protection technique encompassing:
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T13 Common characteristics of explosion-protection techniques encompassing:
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T14 Preparation to install and maintain explosion-protected equipment in hazardous areas encompassing:
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T15 The relationship between explosion-protected equipment, their certification documents and required locations given in specifications and layout drawings and/or written instructions encompassing:
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T16 Installation Standards and requirements applicable to hazardous encompassing:
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T17 Interpretation of documents showing the classification of a hazardous area encompassing:
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T18 Selecting and checking equipment, wiring and accessories encompassing:
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T19 Documentation of hazardous area installation design encompassing:
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T20 Common and specific hazardous areas for which classification examples are given in Standards encompassing:
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T21 Process for establishing a design brief for an explosion-protected electrical system encompassing:
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T22 System design encompassing:
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T23 Design documentation required for a hazardous area encompassing:
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Evidence Guide
EVIDENCE GUIDE |
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9 ) This provides essential advice for assessment of the unit and 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 components parts of this unit and performed in accordance with the Assessment Guidelines of this Training Package. |
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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 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. 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. |
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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. |
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Evidence for competence in this unit shall be considered holistically. Each element and associated performance criteria must be demonstrated on at least two occasions in accordance with the 'Assessment Guidelines - UEE07'. Evidence shall also comprise:
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A |
Accessing and interpreting relevant information. |
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B |
Providing design options and justifications including hazard risk, functionality and economic considerations. |
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C |
Following checking and documentation procedures. |
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D |
Applying relevant contingency management skills. |
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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:
These should also 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. |
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The resources used for assessment should reflect current industry practices in relation to designing explosion-protected electrical systems. |
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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 primarily intended for learning/assessment which incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit. |
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Concurrent assessment and relationship with other units |
9 .5 ) |
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For optimisation of training and assessment effort competency development in this unit may be arranged concurrently with competencies in designing electrical systems. |
Range Statement
RANGE STATEMENT |
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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. |
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This unit shall be demonstrated in relation to classified dust hazardous area and all the following explosion-protection techniques: |
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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. |
Unit Sector(s)
Not Applicable
Competency Field
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' |
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Reading |
5 |
Writing |
5 |
Numeracy |
5 |
2.2) Literacy and numeracy skills
Competency Field |
5 ) |
Hazards |