Unit of competency details

Unit Descriptor 

1 )

1 .1 ) Descriptor 

This unit covers determining correct operation of complex multiple path circuits and providing engineering solutions as they apply to various branches of electrotechnology work functions. It encompasses working safely, problem solving procedures, including using electrical measuring devices, applying appropriate circuit theorems and providing solutions derived from measurements and calculations and justification for such solutions.

Application of the Unit 

4 )

This unit is intended to augment formally acquired competencies. It is suitable for employment-based programs under an approved contract of training.

1 .2 ) License to practice 

The skills and knowledge described in this unit require a license to practice in the workplace where plant and equipment operate at voltage above 50 V a.c. or 120 V d.c. However other conditions may apply in some jurisdictions subject to regulations related to electrical work. Practice in the workplace and during training is also subject to regulations directly related to occupational health and safety and where applicable contracts of training such as apprenticeships.

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.

UEENEEE126A

Provide solutions to basic engineering computational problems

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.

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

Prepare to solve problems in complex multiple path circuits.

1.1

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

1.2

OHS risk control work preparation measures and procedures are followed.

1.3

The nature of the circuit(s) problem is obtained from documentation or from work supervisor to establish the scope of work to be undertaken.

1.4

Advice is sought from the work supervisor to ensure the work is coordinated effectively with others.

1.5

Sources of materials that may be required for the work are identified and accessed in accordance with established procedures.

1.6

Tools, equipment and testing devices needed to carry out the work are obtained and checked for correct operation and safety.

2

Solve problems in complex multiple path circuits

2.1

OHS risk control work measures and procedures 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 are checked as being isolated where necessary in strict accordance OHS requirements and procedures.

2.4

Established methods are used to solve circuit problems from measure and calculated values as they apply to complex multiple path circuit.

2.5

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

2.6

Problems are solved without damage to apparatus, circuits, the surrounding environment or services and using sustainable energy practices.

3

Complete work and document problem solving 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

Justification for solutions used to solve circuit problems is documented.

3.4

Work completion is documented and appropriate person(s) 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 provide engineering solutions for solving problems in complex multiple path circuits.

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

KS01-EE125A Circuit analysis 

Evidence shall show an understanding of circuit analysis to an extent indicated by the following aspects:

T1 Voltage/Current Sources and Kirchhoff’s Law for d.c. Linear Circuits encompassing:

• calculating the effect of the internal resistance on terminal voltage and current delivered for practical voltage sources and current sources
• calculating current and voltage in any d.c. network of up to two loops and three sources.
• Kirchhoff’s Law using a circuit simulation program.
• function and operation of an electronics circuit simulation program.
• using electronics circuit simulation program.

T2 Superposition Principles for d.c. Linear Circuits encompassing:

• d.c. networks (two loops, three sources)
• using simulation programs
• calculating current and voltage in any d.c. network of up to two loops and three sources.
• Superposition theorem using a circuit simulation program.

T3 Mesh and Nodal Analysis for d.c. Linear Circuits encompassing:

• writing mesh equations for d.c. networks containing up to three loops.
• writing Nodal equations for d.c. networks containing up to three nodes.
• using mesh analysis to find currents in d.c. networks of up to two loops.
• using nodal analysis to find node voltage and branch currents in d.c. networks of up to two nodes
• using a circuit simulation program to confirm the results of Mesh analysis or Nodal analysis of d.c. networks.

T4 Thévenin’s principles for d.c. Linear Circuits encompassing:

• calculating the effect of the internal resistance on terminal voltage and current delivered for practical voltage sources and current sources.
• calculating the Thévenin equivalent voltage and resistance for d.c. networks and determining the load current, voltage and power.
• converting the Thévenin equivalent circuit to a Norton equivalent circuit and vice versa.
• verifying the equivalence of Thévenin equivalent circuits by measurement.

T5 Norton’s principles for d.c. linear circuits encompassing:

• calculating the effect of the internal resistance on terminal voltage and current delivered for practical voltage sources and current sources.
• calculating the Norton equivalent current and resistance for d.c. networks and determining the load current, voltage and power.
• converting the Thévenin equivalent circuit to a Norton equivalent circuit and vice versa.
• verifying the equivalence of Norton equivalent circuits by measurement.

T6 Phasors encompassing:

• time domain and frequency domain
• frequency, angular frequency and units of measurement
• defining rms and convert between time domain and rms phasor values for a sine wave.
• converting between angular frequency and frequency.
• using a calculator to convert between polar and rectangular forms of phasor.
• representing a.c. voltages on a phasor diagram.

T7 Complex Impedance encompassing:

• defining impedance, resistance and reactance.
• defining admittance, conductance and susceptance.
• converting between conductance to resistance.
• converting between susceptance and reactance.
• converting between impedance and admittance.
• sketching impedance and admittance diagrams.
• calculating two-component series equivalent circuits and two-component parallel equivalent circuits and convert between these forms.

T8 Series and parallel a.c. linear circuits encompassing:

• Kirchhoff’s Laws
• series equivalent impedance
• parallel equivalent impedance
• voltage divider and current divider rules
• calculating and measuring voltage and currents in a series a.c .circuit and draw the phasor diagram.
• calculating and measuring currents in a parallel a.c. circuit and draw the phasor diagram.
• calculating and measuring voltage and currents in a series/parallel a.c. circuit and draw the phasor diagram.

T9 Superposition principles and Kirchoff’s Laws applied to a.c. linear circuits encompassing:

• calculating current and voltage in any a.c. network of up to two loops and two sources.
• using circuit simulation programs to demonstrate the superposition theorem.
• function and operation of an electronics circuit simulation program.
• entering given circuit specifications into an electronic circuit program.
• setting the circuit simulation program operation parameters including input and output values, ranges and graduation.
• producing hardcopies of the circuit and analyse results.

T10 Mesh and Nodal analysis for a.c. linear circuits encompassing:

• Mesh analysis
• Node voltages and nodal analysis
• matrix representation
• method of determinants
• writing mesh equations for a.c. networks containing up to three loops.
• writing nodal equations for a.c. networks containing up to three nodes.
• using mesh analysis to find currents in a.c. networks of up to two loops.
• using nodal analysis to find node voltage and branch currents in a.c. networks of up to two nodes.
• using a circuit simulation program to confirm the results of mesh analysis or nodal analysis of a.c. networks.

T11 Thévenin and Norton theorems applied to a.c. linear circuits encompassing:

• calculating the effect of the internal resistance on terminal voltage and current delivered for practical voltage sources and current sources.
• calculating the Thévenin equivalent voltage and impedance for a.c. networks and determining the load current, voltage and power.
• calculating the Norton equivalent current and impedance for a.c. networks and determining the load current, voltage and power.
• converting the Thévenin equivalent circuit to a Norton equivalent circuit and vice versa.
• verifying the equivalence of Thévenin and Norton equivalent circuits by measurement.

T12 Star-delta conversions encompassing:

• Star connections
• Star-delta transformation formula equations
• selection of appropriate conversion
• calculating the delta connected equivalent of a star connected balanced a.c. or d.c. load and vice versa.
• converting a complex non-series/parallel network to a series/parallel network by means of star-delta or delta-star conversions.
• verifying star-delta and delta-star network conversions by measurements.

T13 Complex a.c. power and maximum power transfer theorem encompassing:

• true power, reactive power and apparent power
• maximum power transfer
• calculating real, reactive and apparent power for series/parallel a.c. circuits and state the appropriate units of measurement.
• calculating the power factor of a.c. series/parallel circuits.
• drawing power triangle for a given circuit.
• calculating the load value which would consume maximum power and calculate this power for d.c. networks.
• calculating the load value which would consume maximum power in an a.c. network when the load is a pure resistance and calculate the power.
• calculating the load value which would consume maximum power in an a.c. network when the load is an impedance of variable resistance and reactance and calculate the power.
• verifying load selection by measurement.

T14 Transients encompassing:

• transients in R-C and R-L circuits
• growth and decay
• calculating voltage and currents in R-C series circuits using exponential equations.
• calculating voltage and currents in R-L series circuits using exponential equations

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 the 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 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 must 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:

• Solve problems in complex multiple path circuits as described in 8) and including:

A

Determining the operating parameters of existing circuit.

B

Using established problem solving methods.

C

Taking relevant measurements accurately.

D

Interpreting measured values appropriately.

E

Providing effective solutions to circuit problems from measurements and calculations.

F

Giving written justification of solutions provided.

G

Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in a holistic assessment with the above listed items.

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 in this unit.

These should be used in the formal learning/assessment environment.

Note:

Where simulation is considered a suitable strategy for assessment, conditions for assessment 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 solving problems in complex multiple path 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 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 )

There are no concurrent assessment recommendations for this unit.

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:

• Complex series-parallel circuits as they apply to problems related to engineering diagnosis and development work functions in any of the following disciplines:

• Computers
• Data Communications
• Electrical
• Electronics
• Instrumentation
• Refrigeration and Air Conditioning

• In relation to the following types of circuit problems and on at least two occasions:

• Determining the operating parameters of an existing circuit
• Altering an existing circuit to comply with specified operating parameters
• Developing circuits to comply with a specified function and operating parameters

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

5

Writing

5

Numeracy

5

Competency Field 

5 )

Electrotechnology