Modification History
Not Applicable
Unit Descriptor
Unit Descriptor |
1 ) 1 .1 ) Descriptor |
This unit covers ascertaining correct operation of single and three phase low voltage electrical apparatus and circuits and solving circuit problems as they apply to servicing, fault finding, installation and compliance work functions. It encompasses safe working practices, apparatus circuit arrangements, issues related to operation, characteristics and protection and solutions to apparatus/circuit problems derived from calculated and measured parameters. |
Application of the Unit
Not Applicable
Licensing/Regulatory Information
1 .2 ) License to practice |
During Training : Competency development activities are subject to regulations directly related to licencing, 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. |
Pre-Requisites
Prerequisite Unit (s ) |
2 ) |
2 .1 ) Competencies |
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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 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 2 .2 ) Further Information : For the full prerequisite chain details for this unit please refer to Table 2 in Volume 1, Part 2 |
Employability Skills Information
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 licence. 4 .2 ) Importation RTOs wishing to import this unit into any qualification under the flexibility provisions of NQC Training Package Policy |
Elements and Performance Criteria Pre-Content
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. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
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1 |
Prepare to solve single and three phase low voltage electrical apparatus/ circuit problems. |
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. |
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1.3 |
Safety hazards, which have not previously been identified, are noted and established risk control measures are implemented. |
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1.4 |
The nature of the apparatus/circuit(s) problem is obtained from documentation or from work supervisor to establish the scope of work to be undertaken. |
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1.5 |
Advice is sought from the work supervisor to ensure the work is coordinated effectively with others. |
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1.6 |
Sources of materials that may be required for the work are established in accordance with established procedures. |
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1.7 |
Tools, equipment and testing devices needed to carry out the work are obtained and checked for correct operation and safety. |
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2 |
Solve single and three phase low voltage electrical apparatus/circuit problems. |
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. |
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2.3 |
Apparatus/circuits/plant is checked as being isolated where necessary in strict accordance OHS requirements and procedures. |
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2.4 |
Established methods are used to solve apparatus/circuit problems from measure and calculated values as they apply to single and three-phase low voltage apparatus/circuit. |
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2.5 |
Established methods for dealing with unexpected situations are discussed with appropriate person or persons and documented. |
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2.6 |
Unexpected situations are dealt with safely and with the approval of an authorised person. |
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2.7 |
Problems are solved without damage to apparatus, circuits, the surrounding environment or services and using sustainable energy practices. |
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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. |
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3.3 |
Justification for solutions used to solve apparatus/circuit problems is documented. |
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3.4 |
Work completion is documented and an appropriate person or persons notified in accordance with established procedures. |
Required Skills and Knowledge
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 solving problems in single and three phase low voltage electrical apparatus and circuits. The knowledge and skills shall be contextualised to current industry standards, technologies and practices. KS01-EG033A Electrical apparatus and circuits Evidence shall show an understanding of electrical apparatus and circuits to an extent indicated by the following aspects: T1 Lighting circuits – looping at the light/switch encompassing:
T2 Circuits for socket outlets encompassing:
T3 Final sub-circuits and segregation encompassing:
T4 Electrical heating control devices encompassing:
T5 Fixed electrical heating appliances encompassing:
T6 Electrical water heater operation encompassing:
T7 Alternative supplies encompassing:
T8 Installation of batteries encompassing:
T9 Fire protection – residential fire and smoke alarms encompassing:
T10 Emergency and evacuation lighting and lighting control encompassing:
T11 Lighting concepts and incandescent lighting encompassing:
T12 Fluorescent low intensity discharge lighting encompassing:
T13 High intensity discharge lighting encompassing:
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Evidence Guide
EVIDENCE GUIDE |
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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. |
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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'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. |
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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 shall be demonstrated on at least two occasions in accordance with the 'Assessment Guidelines - UEE07'. Evidence shall also comprise:
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A |
Determining the operating parameters of existing apparatus/circuits. |
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B |
Altering an existing apparatus/circuit to comply with specified operating parameters. |
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C |
Developing apparatus/circuits to comply with a specified function and operating parameters. |
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D |
Determining the cause of low efficiency in an existing apparatus/circuit. |
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E |
Determining conditions causing an existing apparatus/circuit to be unsafe. |
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F |
Dealing with unplanned events |
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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 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 solving problems in electromagnetic circuits. |
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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 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. |
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Concurrent assessment and relationship with other units |
9 .5 ) |
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There are no concurrent assessment recommendations for this unit. |
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 any four types of problems for both single and three-phase apparatus and circuits and three types of circuit/equipment as listed below. |
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Type of problems |
Note:
Note: |
Types of circuits/equipment |
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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 |
4 |
Writing |
4 |
Numeracy |
4 |
2.2) Literacy and numeracy skills
Competency Field |
5 ) |
Electrical |