2322 Level 3 Handbook

Level 3 Certificate in Electrical Technology Engineering (2322)

Qualification handbook

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Contents Page Level 3 Certificate in Electrical Technology Engineering 5 General information 7

General structure 7 Assessment and quality assurance 7 Course design 8 Health and safety 8 Centre and scheme approval 8 Registration and Certification 9 Verification of Assignments 9 External verification 9

Guidance notes on assessment 10 Introduction 10 Assessment 10 On-line testing 11 Assignments 13

The Award 18 Test specifications 19 Relationship to ETA standards 21 Key skills 29 Employment Rights and Responsibilities 30 Identification of Moral, Spiritual and Ethical issues, European dimension, Environmental, Education and Health and Safety 31

The units 33 001 Electricity Industry 35 002 Electricity technology 43 003 Electricity supply 57

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Level 3 Certificate in Electrical Technology Engineering (2322)

This award is aimed at candidates who • are following Advanced/Foundation Modern Apprenticeship programmes • require evidence towards the underpinning knowledge of the N/SVQ • or do not have access to an N/SVQ • wish for career progression within the Electricity industry

This award is designed to contribute towards the knowledge and understanding for the N/SVQ in Electricity System Technology Engineering Level 3 (City & Guilds 2353/4), while containing additional skills and knowledge which go beyond the scope of the National Occupational Standards. The content of the award is appropriate to the development of flexible personnel with a range of skills and knowledge, capable of performing a range of broad engineering activities and providing for career progression within the engineering sector, in doing this, it also provides a valuable alternative for those candidates who do not have access to the N/SVQ. Candidates who complete this award should have the ability to progress to further studies and career opportunities. Current City & Guilds qualifications include Level 3 Certificate in Engineering (2800) Higher Level Qualification in Engineering (4449) Level 3 NVQs in Electrical System Technology and Electricity Technology Maintenance (2353)

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General information This Award has been designed by City & Guilds to support government initiatives towards the National Qualifications Framework. It can contribute towards the knowledge and understanding required for the related N/SVQ while not requiring or proving evidence of occupational competence. General structure The Award is made up of three units expressed in a standard format. Each unit is preceded by details of the • structure of the unit • aims and general coverage of the unit • relationship of the unit to the appropriate N/SVQ/ National Occupational Standards • outcomes • assessment methods.

Assessment and quality assurance National standards and rigorous quality assurance are maintained by the use of • City & Guilds set and marked written tests • Assignments marked by the centre according to externally set marking criteria, with

quality assurance assured by the centre and monitored by City & Guilds’ external verification system, to ensure that national standards are maintained.

Quality assurance includes initial centre approval, scheme approval, the centre’s own procedures for monitoring quality and City & Guilds’ ongoing monitoring by an External Verifier. Details of City & Guilds’ criteria and procedures, including roles of centre staff and External Verifiers can be found in Providing City & Guilds Qualifications – a guide to centre and scheme approval.

Assessment components are graded (Pass, Credit, Distinction). A pass is the achievement level required for the knowledge and understanding in an NVQ and generally represents the ability to follow instructions and procedures. Credit and distinction represent increasing levels of ability to adapt to changing circumstances and to independently resolve problems. For candidates with particular requirements, centres should refer to City & Guilds policy document Access to assessment, candidates with particular requirements. External verifiers act on behalf of City & Guilds to ensure that national standards are maintained. Full details of their role can be found in Providing City & Guilds’ Qualifications - a guide to centre and scheme approval.

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Course Design Teacher/assessors should familiarise themselves with the structure and content of the award before designing an appropriate course; in particular they are advised to consider the knowledge and understanding requirements of the relevant N/SVQ. City & Guilds does not itself provide courses of instruction or specify entry requirements.

As long as the requirements for the award are met, teachers/assessors may design courses of study in any way that they feel best meets the needs and capabilities of the candidates. It is recommended that centres cover the following in the delivery of the course, where appropriate • Key Skills (such as Communication, Application of Number, Information technology,

Working with others, Improving own learning and performance, Problem solving) • Health and safety considerations, in particular the need to impress to candidates that

they must preserve the health and safety of others as well as themselves • Spiritual, moral, social and cultural issues • Environmental education • European dimension. It is recommended that a minimum of 580 hours should be allocated for the THREE units required for certification over a two year period. Health and safety The requirement to follow safe working practices is an integral part of all City & Guilds qualifications and assessments, and it is the responsibility of centres to ensure that all relevant health and safety requirements are in place before candidates start practical assessments. Should a candidate fail to follow health and safety practice and procedures during an assessment (eg practical assignment) the test must be stopped and the candidate advised of the reasons why. The candidate should be informed that they have failed the assessment. Candidates may retake the assessment at a later date, no less than seven days after the failure.

Centre and scheme approval Centres wishing to offer City & Guilds qualifications must gain approval. New centres must apply for centre and scheme approval. Existing City & Guilds centres will need to get specific scheme approval to run this Award. Full details of the process for both centre and scheme approval are given in Providing City & Guilds qualifications - a guide to centre and scheme approval which is available from City & Guilds’ regional offices.

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Entry requirements There are no specific entry requirements for this award. City & Guilds would however recommend that centres ensure that candidates who wish to follow the scheme have the potential ability to meet the stated outcomes. This would include an understanding of the technology supporting electrical engineering. City & Guilds strongly recommends that candidates who have an award at the same level and in a similar subject area should not be registered for the award. Registration and certification • Candidates must be registered at the beginning of their course. Centres should submit

registrations using Form S (Registration). • When assignments have been successfully completed, candidate results should be

submitted on Form S (Results submission). Centres should note that results must NOT be submitted to City & Guilds until the external verifier is satisfied that the required standard has been attained.

City & Guilds reserves the right to suspend an approved centre, or withdraw its approval from an approved centre to conduct a particular City & Guilds scheme or particular City & Guilds schemes, for reasons of debt, malpractice or for any reason that maybe detrimental to the maintenance of authentic, reliable and valid qualifications or that may prejudice the name of City & Guilds. • Full details on all the above procedures, together with dates and times of written tests

will be found in the Directory of Vocational Awards published annually by City & Guilds. This information also appears on City & Guilds Web site http://www.city-and-guilds.co.uk

Verification of assignments Although this Award does not imply occupational competence, it has a very close relationship with NVQ programmes. It is for this reason that, when assignments are assessed, it is important that reference is made to N/SVQ assessment methodology. Assessors/tutors will need to be familiar with the occupational standards for Engineering N/SVQs, because a similar system of internal verification is used. This means that the work of assessors involved in the qualification must be monitored by an Internal Verifier/scheme co-ordinator, to ensure that they are applying the standards consistently throughout assessment activities. External verification An External Verifier will make an annual visit to the centre and their role includes the following: • ensuring that internal verifiers are undertaking their duties satisfactorily • monitoring internal quality assurance systems and sampling assessment activities,

methods and records • acting as a source of advice and support • promoting best practice • providing prompt, accurate and constructive feedback to all relevant parties on the

operation of centres’ assessment systems.

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Guidance notes on assessment

Section 1- Introduction

The City & Guilds Level 3 Electrical Technology Engineering Award is designed to provide opportunities for candidates to gain accreditation for their individual level of understanding of the underpinning knowledge relevant to the appropriate related NVQ. The emphasis is on 'learning by doing', not on competence. For this reason candidates are required to complete a number of assignments to show their attainment of practical skills which in turn implies understanding of the theoretical knowledge required to complete a number of activities successfully.

THREE core units (Units 001, 002 and 003)

A grade of Pass, Credit or Distinction will be awarded to EACH unit on successful completion. Section 2 – Assessment In order to gain the full certificate candidates MUST complete ONE multiple-choice paper for EACH unit

ONE assignment for units 002 and 003

The units will be assessed by externally set multiple choice question papers. These tests will be available on line through the City & Guilds GOLA system from March 2004. Each test will comprise of multiple choice items in accordance with the test specifications provided.

Resource requirements Resource requirements must be sufficient in type, quality and quantity to enable the candidate to meet the outcomes and assessment criteria identified in each unit. Physical resources e.g. tools, equipment, materials, should be available and there should be readily accessible facilities and resources for demonstration purposes, development of practical skills, and as an assignment and skills assessment resource, including access to suitable workplaces with appropriate tutors, demonstrators and assessors. Candidates with special needs should be provided with additional support as required. Practical activities The centre may not solely be able to deliver all of the practical activities. It may be necessary therefore for the training providers to work in partnership with the employers to ensure that the practical activities may be observed/assessed successfully using a variety of methods. The methods of achieving successful delivery of the practical activities may be: On site observation, site simulation, laboratory work, practical fact finding projects and portfolio building. (See the following section on assignments)

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2.2.1 On Line assessment requirements City & Guilds Conduct of Examinations-General Regulations sets out the requirements in terms of seating, individual space and invigilator: candidate ratios. For the purposes of clarity these regulations state inter alia, that seating arrangements must be made that will prevent candidates from seeing each other’s work intentionally or otherwise, that the minimum distance in all directions from centre to centre of candidate’s chairs is 1.25 metres and that for written or computer tests there must be a minimum of one invigilator in each examination room per thirty candidates. The entire test will be conducted via the candidate’s VDU. All data relating to the assessment will be held by City & Guilds with results and performance feedback being delivered back to the approved centre. City & Guilds will continue to apply its rigorous quality control procedures to the production, editing, marking, moderating and revision of all questions whilst at the same time applying a robust security system to prevent assessments being accessed or drawn down by unauthorised persons or for purposes beyond those authorised. 2.2.2 Staffing requirements The following key roles must be filled: Management Contact (Also referred to as the Promissor contact) A key member of staff who will be responsible for the overall installation and running of the Global Online Assessments System. This person will be issued with the initial Promissor ID and password with which they will be able to gain access to the installation software and create other staff member Ids and passwords for their centre. This person will be receiving advance notification of all updates/service outages etc by email hence it is vital a correct and up to date email address is supplied. Technical Contact If different from the management contact, this person will be responsible for ensuring that the online testing system (including local network) is functioning properly prior to any scheduled tests taking place. This person will be receiving advance notification of all updates/service outages etc by email hence it is vital a correct and up to date email address is supplied. Administrator Contact If different from the management contact, this person will be responsible for the scheduling and administering of the tests on a day to day basis.

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2.2.3 Technical Requirements The GOLA testing system consists of several elements:

� File Server.

1 GB of disk space on a file server is needed to store downloaded tests and other materials. The file server can be the same computer as the reception machine, or it can be a different machine. A number of reception machines can share a single shared directory on the file server.

� The Reception Workstation.

This computer is used by the person administering the tests. The CATSiteManager software is installed on this PC. A centre can have more than one Reception machine.

� The Testing Workstations.

These are the computers used by students to take the tests. The CATAdministrator software is installed on these PCs.

LAN File Server PC with Intel Pentium processor 1Gb space free on a single volume for the testing system Windows NT 4 or 2000 Server* or Novell NetWare (version 3.12 or above) RAM – at least the minimum recommended for the operating system. (*Win 2000 Prof may be used with limited concurrent connections) Invigilator/Reception Workstation PC with Intel Pentium processor 10/100 Mbps network interface adapter Windows 95, 98, 2000 or Windows NT 4 Workstation (with Service pack 4 or higher) RAM – at least the minimum recommended for the operating system. 10Mb or more disk space available for the testing system. Internet Explorer version 5.0 or above. Microsoft or compatible mouse Access to the LAN server location where the testing files are stored. Direct access to a laser-quality printer, local or networked. Internet connection – 56Kbps modem minimum, 128 Kbps or faster connection recommended. Ability to send traffic of type TCP to the public internet on either port 21 (ftp) or 80 (http). Testing Workstation PC with Intel Pentium processor 10/100 Mbps network interface adapter with connections to the LAN file server used for test files. Windows 95, 98, 2000 or Windows NT 4 Workstation (with Service pack 4 or higher) RAM – at least the minimum recommended for the operating system. 10Mb or more disk space available for the testing system. Internet Explorer version 5.0 or above. Microsoft or compatible mouse Video adapter capable of displaying at least 16 million colours (24-bit colour) and 1024 x 768 pixels. 15” or larger monitor capable of displaying 16 million colours (24-bit colour) and 1024 x 768 pixels.

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2.2.4 Further information Any queries on the technical requirements for running City & Guilds’ GOLA assessment should be directed to the GOLA helpline: 0207 294 2843

2.3 Assignments In each unit there are a number of learning outcomes and each of these learning outcomes specifies a number of practical activities. EACH unit should also be assessed by the use of assignments. The assignment should be produced by the centre in accordance with the template provided by City & Guilds. It will be made up of a number of practical tasks. The resultant level of candidate achievement will be graded. Candidates MUST pass all tasks within an assignment.

Assignments will provide opportunities for candidates to be assessed for a sample range of the practical activities required for the unit. Assignments will usually consist of several tasks. The range of assignments developed by the centre for each unit should ensure that all the practical activities for all the outcomes are assessed as the centre uses a range of assignments over a period of time. City & Guilds will provide assignment templates from which centres should produce the assignments for the units contained in this award. Centres are required to use the templates provided by City & Guilds. City & Guilds centre devised team must approve all assignments prior to use by the centre. (see 2.4.5)

2.3.1 Assignment templates Detailed assignment templates for EACH unit are provided as a separate document on this CD-ROM. 2.3.2 Guidance for Marking Grading of assignments is Pass, Credit and Distinction; grades of Credit and Distinction are intended to distinguish those candidates who show greater degrees of autonomy in the way they organize themselves, or apply reflective thinking and originality in the completion of tasks. Detailed marking and grading criteria are provided for each assignment in the Marking Criteria section of the assignment. The candidate must display satisfactory performance throughout the tasks. Failure to do so will result in the candidates requiring further training.

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2.3.3 Marking assignments Centres will be taking into account the following aspects of a candidate’s performance: • planning, preparation and recording • practical activity. Each aspect must be marked and awarded a Pass, Credit or Distinction. Specific guidance for marking is provided in the assignment template. Candidates MUST achieve a MINIMUM of a Pass in EACH aspect of performance. The marks that should be awarded for planning, preparation and recording are as follows

Marks Pass 1 Credit 2 Distinction 3

(Note: half marks are NOT available)

The marks that should be awarded for the practical activities are as follows

Marks Pass 2 Credit 4 Distinction 6

(Note: these marks are NOT divisible ie, Pass candidates must be awarded 2 marks, Credit candidates 4 marks and so on)

To award an overall grade the number of marks given for each task are totalled and then a grade is applied as follows Marks Grade 3-5 Pass 6-8 Credit 9 Distinction

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2.3.4 Recording marks and grades To record candidate marks and overall grades for each completed assignment, assessors should enter details onto the appropriate Assignment marksheet. For example, below is a completed Assignment marksheet as it would appear in the candidates’ Assignment Guide. It shows how the overall grade was produced.

Pass Credit Distinction Planning, preparation and recording 1

Practical activity 4

Total 5

Grade PASS

2.3.5 Feedback The assignments are intended as a formal assessment of candidates’ practical skills. They are not designed as teaching aids and candidates should not be entered until they are ready. Should a candidate fail any of these tasks other than on health & safety grounds, as stated above, appropriate feedback should be given by the assessor both to the candidate and the tutor concerned. Assessors must ensure that candidates understand why a particular grade has been given for the award. If a candidate’s work is selected for verification, samples of work must be available to the appointed external verifier. 2.4 What centres need to do 2.4.1 Machinery, tools and equipment Centres must have access to sufficient equipment in the college, training centre or workplace to ensure candidates have the opportunity to cover all of the practical activities. It is acceptable for centres to use specially designated areas within a centre for some of the units. It is recommended that the equipment, systems or machinery must be of an industrial standard and be capable of being used as far as is practical under normal working conditions.

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2.4.2 Producing assignments to assess optional units The centre devised assignments must be made up of THREE sections: 1 Assessor’s Guidance Notes This section is intended for use by the assessor only. It should contain • a health and safety statement • the location of where the assignment should be taken • the requirements for tools, equipment, materials and data • notes on the content of the assignment to include any preparatory work required by the assessor/centre • details of evidence and recording requirements • time consideration. Any new assignments set must have the same time allocated to the completion of the assignment as set in the guidance note in the assignment template. 2 Candidate’s Instructions The candidate’s instructions should contain: • general advice to candidates about the need to understand the assignment before

starting work and the need to seek guidance if clarification is required • guidance on the time limits • the importance of health and safety • an assignment brief which sets the scene or a scenario to contextualise the task(s) • clearly defined tasks covering a range of practical activities – an outline of each task

should be provided rather than a series of marking checklists • recording/report sheets for recording the progress of the activity • notes which refer to how the evidence they produce should be stored and labelled. 3 Mark scheme (see Guidance for marking section) 2.4.4 Fault diagnosis Centres may find it difficult to arrange a ‘live’ fault diagnosis assignment opportunity. Centres may arrange for a realistic ‘fault scenario’ to be used with permission from their external verifier. NOTE: Where the use of drawings/specifications is essential for the activity, relevant pages can be photocopied form workshop manuals, etc – copyright and industrial confidentiality permitting. It is not usually necessary for such items to be copied out by the candidates, however, the use of sketches to show specific, important aspects of the work undertaken: eg points of wear, location of components within a system, alignment methods, etc should be encouraged.

CAD and word processing packages can be used but time spent on the presentation should not be excessive. The final grade awarded will not necessarily depend upon presentation provided the candidates’ work is clear, neat and technically correct. Candidates generating evidence for IT Key Skills may wish to spend more time on this aspect of their work.

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2.4.5 Submission of assignments All assignments MUST be approved for use by City & Guilds. Each assignment should be submitted with a copy of the Centre-devised assignment submission report. Centres MUST submit all centre devised assignments to Centre Devised Unit, City & Guilds, 1 Giltspur Street, London, ECA1A 9DD SIX weeks before they intend to use the assignment if submitted electronically to the following email address: [email protected]

EIGHT weeks before they intend to use the assignment if a paper based submission is made (THREE copies must be provided). A copy of the Centre-devised assignment submission report is contained as a separate document on this CD-ROM and should be submitted with the assignment.

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Level 3 Certificate in Electrical Technology Engineering (2322) The Award For the award of a certificate, candidates must successfully complete the assessments for Units 1, 2 and 3 Core units Assessment components required

Unit 1 Electricity Industry 2322-001 Written-multiple choice

Unit 2 Electricity Technology 2322-002 Written-multiple choice

2322-011 Assignment

Unit 3 Electricity Supply 2322-003 Written-multiple choice

2322-012 Assignment

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Test Specifications: The knowledge requirements will be assessed by a multiple choice test. Subject Level 3 Electrical Technology Engineering Paper No. 2322-001 Paper title Electricity Industry

Duration 30 minutes No of items 20

Outcome Title No of items %

01 Demonstrate an understanding of health & safety 6 30

02 Work effectively and develop competences 4 20

03 Demonstrate an understanding of industry and the environment 4 20

04 Demonstrate an understanding of employment rights & responsibilities 2 10

05 Demonstrate an understanding of industry specific legislation 4 20

Totals 20 100

Subject Level 3 Electrical Technology Engineering Paper No. 2322-002 Paper title Electricity Technology



01 Demonstrate an understanding of mechanical technology 4

02 Demonstrate an understanding of circuit technology 5

03 Demonstrate an understanding of magnetism and electromagnetism 5

04 Demonstrate an understanding of transformers 4

05 Demonstrate an understanding of single phase A.C. circuit theory 4

06 Demonstrate an understanding of three phase A.C. circuit theory 4

07 Demonstrate an understanding of generators and motors 2

08 Demonstrate an understanding of instrument technology 2

Totals 30 100

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Subject Level 3 Electrical Technology Engineering

Paper No. 2322-002 Paper title Electricity Supply



01 Demonstrate an understanding of electricity supply systems 5

02 Demonstrate an understanding of overhead lines 6

03 Demonstrate an understanding of underground cables 6

04 Demonstrate an understanding of transformers 3

05 Demonstrate an understanding of earthing 4

06 Demonstrate an understanding of insulating mediums 2

07 Demonstrate an understanding of switchgear 4

08 Demonstrate an understanding of protection and testing 4

09 Demonstrate an understanding of auxiliary supplies 3

10 Demonstrate an understanding of electronics 3

Totals 40 100

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Links with the Electricity System Technology Engineering Level 2 & 3 N/SVQ The Electricity Supply Unit of the Level 3 Certificate will provide comprehensive

underpinning knowledge for the following units of the Electricity System Technology

Engineering Level 2 & 3 N/SVQ:

ETA Unit Number and Title

750 Implement safe access systems

751 Prepare the work area for D/T engineering activities

752 Reinstate the work area after D/T engineering activities

753 Minimise risks to life, property and the environment

759 Prepare and move D/T loads using standard lifts

760 Prepare and move D/T loads using complex lifts

761 Carry out ancillary switching operations

762 Install basic D/T jointing equipment

763 Set up and dismantle access structures used in D/T engineering work

764 Position D/T construction elements used in substations

765 Dismantle D/T construction elements used in substation

766 Position D/T overhead lines construction elements

767 Dismantle D/T overhead lines construction elements

768 Carry out planned preventative maintenance procedures on D/T overhead lines

equipment

769 Carry out planned preventative maintenance on D/T substation equipment

770 Inspect D/T plant, apparatus and associated equipment

756 Enter/exit and move around a overhead lines designated work area

757 Enter/exit and move around a substation equipment designated work area

758 Enter/exit and move around a underground cable designated work area

771 Control allocated resources to achieve D/T objectives

772 Conduct specified testing of D/T overhead line equipment

773 Install D/T cables, joints and ancillary equipment

774 Conduct specified testing of D/T cables, joints and ancillary equipment

775 Conduct specified testing of D/T substation equipment

776 Determine requirements for D/T activities

777 Determine requirements for safe access to D/T work location

778 Shape D/T jointing components using hand tools

779 Shape D/T substation components using hand tools

781 Assemble D/T substation equipment

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782 Assemble D/T overhead lines equipment

783 Configure D/T overhead lines equipment

784 Carry out switching operations on the network

785 Carry out complex switching operations on the network

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Unit 1 Electricity Industry

City & Guilds Certificate

N/SVQ Electricity System Technology Engineering

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Unit 759 � � �Unit 760 � � �Unit 761 � � �Unit 762 � � �Unit 763 � � �Unit 764 � � �Unit 765 � � �Unit 766 � � �Unit 767 � � �Unit 768 � � �Unit 769 � � � �Unit 770 � � �Unit 753 � � � �Unit 754 � � �Unit 755 � � �Unit 750 � � �Unit 751 � � �Unit 752 � � �Unit 758 � � �Unit 756 � � �Unit 757 � � �Unit 797 � � �Unit 771 � � �Unit 772 � � �Unit 773 � � �Unit 774 � � � �Unit 775 � � �Unit 776 � � �Unit 777 �Unit 778 � � �Unit 779 � � �Unit 781 � � � �Unit 782 � � � �Unit 783 � � �Unit 784 � � �Unit 785 � � � �

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Unit 766 � � � �Unit 764 � � �Unit 765 � � �Unit 767 � � �Unit 786 � � �Unit 787 � � �Unit 788 � � �Unit 789 � � � �Unit 790 � � �Unit 791 � � �Unit 792 � � �Unit 793 � � �Unit 770 � � �Unit 794 � � � �Unit 795 � � � �Unit 796 � � �Unit 798 � � �Unit 799 � � �

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Unit 2 Electricity Technology

City & Guilds Certificate

N/SVQ Electricity System Technology Engineering 1

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Unit 759 �Unit 760 �Unit 761 � � �Unit 762 �Unit 763 Unit 764 � � �Unit 765 � � �Unit 766 �Unit 767 � �Unit 768 � �Unit 769 � � �Unit 770 �Unit 753 � � �Unit 754 Unit 755 Unit 750 Unit 751 Unit 752 Unit 758 Unit 756 Unit 757 Unit 797 � � �Unit 771 Unit 772 � � � �Unit 773 � � �Unit 774 � � � �Unit 775 � � � �Unit 776 Unit 777 Unit 778 Unit 779 Unit 781 � � � �Unit 782 � � � �Unit 783 � � �Unit 784 � � �Unit 785 � � �

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Unit 766 � � � �Unit 764 � � � � �Unit 765 � � � � �Unit 767 � � � �Unit 786 � � �Unit 787 � � �Unit 788 � � � �Unit 789 � � � �Unit 790 � � �Unit 791 � � �Unit 792 � � �Unit 793 � � �Unit 770 � � �Unit 794 � � � � � � �Unit 795 � � � �Unit 796 � � � �Unit 798 � � �Unit 799 � � �

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Unit 3 Electricity Supply

City & Guilds

Certificate

N/SVQ Electricity System Technology Engineering

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Unit 761 � � �Unit 762 �Unit 763 �Unit 764 �Unit 765 �Unit 766 �Unit 767 � �Unit 768 � � � �Unit 769 � � � �Unit 770 � �Unit 753 � � � � �Unit 750 � � � � � �Unit 751 � �Unit 758 �Unit 756 �Unit 757 � � �Unit 797 � � � �Unit 753 � � � � � �Unit 754 Unit 755 Unit 771 � � � � �Unit 772 � � � � � � � �Unit 762 � � �Unit 774 � � � � � � �Unit 775 � � � � � � � � � �Unit 776 � � �Unit 777 � � � �Unit 759 � � � �Unit 760 � � � �Unit 778 � � � � � �Unit 779 � � � �Unit 781 � � � �Unit 782 � � � �Unit 783 � � � �Unit 784 � � � � � � �Unit 785 � � � � � � �

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Unit 766 � � � � � � �Unit 764 � � � � �Unit 765 � � � � �Unit 767 � � � � �Unit 786 � � � �Unit 787 � � � � �Unit 788 � � � � �Unit 789 � � � � � � � � �Unit 790 � � �Unit 791 � � � � �Unit 792 � � � � �Unit 793 � � � � � �Unit 770 � � � � � � � �Unit 794 � � � � � � � �Unit 795 � � � � � � �Unit 796 � � �Unit 798 � � � � �Unit 799 � � � � �

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Level 3 Certificate in Electrical Technology Engineering (2322) Identification of Key Skills summary relationship table

Unit 1 Communication Application of Number

Information Technology

When candidates are studying these referenced outcomes :

They should be able to provide the following key skills evidence :

1, 5, 6, 7, 8, 9, 10, 11, 12

C2.1a Contribute to a discussion about a straightforward subject.

N2.1 Interpret information from two different sources, including material containing a graph.

IT2.1 Search for and select information for two different purposes.

1, 5, 6, 7, 8, 9, 10, 11, 12

C2.1b Give a short talk about a straightforward subject, using an image.

N2.2 Carry out calculations to do with: 1. amounts and

sizes; 2. scales and

proportion; 3. handling

statistics; 4. using

formulae.

IT2.2 Explore and develop information, for two different purposes.

1, 5, 6, 7, 8, 9, 10, 11, 12

C2.2 Read and summarise information from two extended documents about a straightforward subject. One of the documents should include at least one image.

N2.3 Interpret the results of your calculations and present your findings. You must use one graph, one chart and one diagram.

IT2.3 Present combined information for two different purposes. Your work must include at least one example of text, one example of images and one example of numbers.

1, 5, 6, 7, 8, 9, 10, 11, 12

C2.3 Write two different types of documents about straightforward subjects. One piece of writing should be an extended document and include at least one image.

30

Unit 2 Communication Application of Number

Information Technology

When candidates are studying these referenced outcomes :

They should be able to provide the following key skills evidence :

2, 3, 4, 8 C2.1a Contribute to a discussion about a straightforward subject.

IT2.1 Search for and select information for two different purposes.

2, 3, 4, 8 C2.1b Give a short talk about a straightforward subject, using an image.

IT2.2 Explore and develop information, for two different purposes.

2, 3, 4, 8 C2.2 Read and summarise information from two extended documents about a straightforward subject. One of the documents should include at least one image.

IT2.3 Present combined information for two different purposes. Your work must include at least one example of text, one example of images and one example of numbers.

2, 3, 4, 8 C2.3 Write two different types of documents about straightforward subjects. One piece of writing should be an extended document and include at least one image.

Employment Rights and Responsibilities matrix ERR Scheme handbook reference Employment law Statutory rights Unit 1.4 Procedures and documentation Unit 1.4 Sources of information and advice Unit 1.4 Organisation and representation Organisation of the industry and how the job fits in

Unit 1.2 1.3

Jobs, roles and careers Unit 1.2 Representation in the industry Unit 1.3 Sources of information and advice Unit 1.3 Industry issues Principles and codes of practice Unit 1.3, 1.5 Issues of public concern Unit 1.3, 1.5

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Level 3 Certificate in Electrical Technology Engineering (2322) Identification of opportunities for evidence generation of moral, ethical, spiritual, European dimension, Environmental education and Health and safety Unit No and Title Moral, Ethical

and Spiritual European dimension

Environmental education

Health and safety

001 Electricity Industry 1.2 1.3 1.5 1.1 002 Electricity Technology as

appropriate

003 Electricity Supply as appropriate

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33

Level 3 Certificate in Electrical Technology Engineering (2322) The Units

35

UNIT 1 Electricity Industry Rationale This unit is concerned with the requirements that are essential to enable a range of engineering activities to be carried out safely and effectively within the Electricity Generation, Distribution and Transmission Industry. It includes dealing with statutory and organisational requirements in accordance with approved regulations, codes of practice and procedures. It covers responsibilities, accident reporting and the identification of hazards and risks. It ensures that engineering and the environment; resources and the efficient use of resources in the engineering environment are covered. It includes the creation and maintenance of effective working relationships with colleagues and line management, the setting and review of objectives and targets for personal development and contribution to opportunities for improvement to working practices and procedures. Employment legislation within the engineering industry is included. It provides a broad base of knowledge to aid specifically the Distribution and Transmission Industry. There are five learning outcomes to this unit. The candidate will be able to 1. Demonstrate an understanding of health & safety 2. Work effectively and develop competences 3. Demonstrate an understanding of industry and the environment 4. Demonstrate an understanding of employment rights & responsibilities 5. Demonstrate an understanding of industry specific legislation

Connection with other awards

This unit combines with units 2 and 3 to form the Level 3 Certificate in Electricity Technology Engineering Assessment

The underpinning knowledge requirements are listed for each outcome. These will be assessed by a multiple choice question paper produced in accordance with the test specification.

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Outcome 1 Demonstrate an understanding of health & safety

Underpinning Knowledge The candidate will be able to

1. Identify statutory regulations and organisational requirements for Health and Safety

a) describe i) Health and Safety at Work Act 1974 ii) Electricity at Work Regulations 1989 iii) Manual Handling Operations Regulations 1992 iv) Lifting Operations and Lifting Equipment Regulations 1998 v) Provision and Use of Work Equipment Regulations 1998 vi) Reportable Diseases and Dangerous Occurrences Regulations (RIDDOR) 1985 vii) Control of Substances Hazardous to Health Regulations 2002 viii) Noise Act 1996 ix) Health and Safety (Display Screen Equipment) Regulations 1992 x) Fire Protection Act 1971 xi) Personal Protective Equipment at Work Regulations 1992

b) explain where to access sources of Health and Safety literature/advice i) HSE ii) Company Safety Officer 2. List the roles and responsibilities of relevant Health and Safety organisations a) state employers’ responsibilities to maintain safety in terms of providing a safe place of work in the context of the Health and Safety at Work Act 1974. b) state employees’ responsibilities to maintain safety in terms of providing a safe place of work in the context of the Health and Safety at Work Act 1974 c) outline the roles and responsibilities Safety Officers. d) outline the roles, responsibilities and powers of Health and Safety Executive Inspectors with respect to i) Improvement ii) Prohibition; Penalties 3. state accident and emergency procedures a) describe the procedures for reporting accidents to the appropriate people i) HSE ii) Company Safety Officer 4. demonstrate implement safe working practices with respect to safe working areas. a) state the human and environmental conditions leading to accidents in the workplace and the means of controlling them. b) describe the risk assessment process. c) describe how Personal Protective Equipment (PPE), Respiratory Protective Equipment (RPE) and secure areas affect essential operator and bystander safety operations. d) describe how safety policies, codes of practice safe and working practices and procedures may be implemented. e) outline the necessity of control systems in a Distribution and Transmission environment with respect to permit to work/entry/egress procedures

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5. Identify relevant safety and hazard warning signs. a) identify i) warning ii) prohibition iii) safe Condition iv) mandatory safety signs. b) state the signs i) very toxic ii) toxic iii) corrosive iv) harmful v) Irritant that relate to the Chemical (Hazard, Information and Packaging) Regulations 6. Identify the reasons for accidents happening and putting into place preventative measures 7. Identify First Aiders, and situations where First Aid should be administered. a) state the need for the provision of First Aid treatment, location of facilities and location of qualified first aiders. b) state the appropriate emergency action to be taken in case of electric shock. c) identify procedures for removing a casualty from an electricity supply. d) state the basic resuscitation procedures. e) outline the basic classification of burns: superficial, intermediate and deep. f) describe the basic treatment for burns. g) state the causes of asphyxiation relevant to the Distribution and Transmission industry and the appropriate emergency action to be taken. 8. State how to isolate an electrical source safely in an emergency and non-emergency situation. a) describe the effects of electric shock. b) describe precautions against electric shock. c) distinguish the difference between Direct and Indirect Contact. d) outline isolation procedures and the necessity of ‘lock-off’ procedures 9. Outline safety procedures when manually handling a range of products of different size, shape and weight. a) state safe lifting techniques 10. Outline safety procedures associated with mechanical and non-mechanical access equipment. a) outline the safety requirements for access equipment i) ladders ii) trestles iii) mobile scaffold towers iv) mechanical lifts. b) explain the purpose and methods of use of accessories to lifting gear

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11. Outline safety procedures when using mechanical lifting equipment. a) describe the constructional features and operating principles of lifting gear and winches. b) list the safety rules for the use of mechanical lifting equipment. c) state the reason why generally loads over 20kg need powered lifting gear. d) explain when the maximum safe working load (SWL) indicated on the equipment and the accessories should not be exceeded. e) identify the correct procedures in the use of lifting gear and winches. f) describe the use of ropes and slings and their possible applications. 12. Define safe working procedures whilst operating in confined spaces. a) identify situations in which it is inadvisable or unsafe to work in isolation or in confined spaces with respect to working i) above ground ii) in trenches iii) in close proximity to unguarded machinery iv) when a fire risk exists v) on site or with toxic or corrosive substances 13. Identify hazards associated with fire. a) describe the conditions required for combustion and extinction of fire with respect to Heat, Oxygen and Fuel. b) describe methods of fire prevention. c) outline methods for controlling and extinguishing fires using suitable fire fighting equipment for different types of fires. d) describe the basic operation of automatic fire fighting equipment. e) describe fire drill and evacuation procedures. Practical activities candidates should be able to conduct practical or simulated experiments to 1. apply legislation to a given work activity. 2. identify a range of safety equipment within the work area. 3. select appropriate Personal Protective Equipment (PPE) and safety equipment for a designated task. 4. recognise a series of warning, prohibition and mandatory safety signs. 5. complete an accident report. 6. outline emergency evacuation procedures at the workplace. 7. complete a risk assessment for a task or operation within the workplace, recognising potential safety hazards within the workplace and methods of control.

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Outcome 2 Work effectively and develop competences Underpinning Knowledge The candidate will be able to 1. Identify methods for working effectively and developing competences as individuals and groups. a) explain how to objectively assess own levels of competence and identify learning needs b) describe how to plan and implement a timetable for developing competence and improving personal performance and the performance of others c) explain the relevance of learning contracts d) explain the features and importance of team working e) outline the career patterns in the engineering industries and the education and training opportunities for entry, promotion and transfer 2. List quality systems within working environments a) explain briefly the standards for assessing working practices and procedures with respect to ISO 9003 and Investors in People b) outline the benefits of improving working practices and procedures c) state the outline procedures for making proposals for improvements to working practices Practical activities candidates should be able to 1. take responsibility for their own learning and conduct a self appraisal exercise using pro-formas to identify personal training needs. 2. work as a team. 3. identify the career structure within their own working context.

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Outcome 3 Demonstrate an understanding of industry and the environment

Underpinning Knowledge 1. Identify legislation associated with environmental issues. a) have an outline knowledge and understanding of environmental legislation that applies to engineering, distribution and transmission operations with respect to i) Environmental Protection Act 1990 ii) Pollution Prevention and Control Act 1999 iii) Clean Air Act 1993 b) outline the role and responsibilities of Environmental Health Officers. 2. Outline the impact the electricity industry is having on the environment. a) describe how to minimize the environmental impact on activities which cause noise and dust pollution.

Practical activities candidates should be able to conduct practical or simulated experiments to 1. demonstrate the need to limit pollution of the environment within the context of your working environment, relate your findings to the associated legislation.

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Outcome 4 Demonstrate an understanding of employment rights & responsibilities Underpinning Knowledge The candidate will be able to 1. Identify legislation associated with Employment Rights and Responsibilities a) have an outline understanding the following legislation i) Employment Rights Act 1996 ii) Data Protection Act 1998 iii) Disability Discrimination Act 1995 iv) Race Relations Act 1976 v) Race Relations (Amendment) Act 2000 vi) Sex Discrimination Act 1975 vii) Human Rights Act 1998. b) describe briefly aspects of employment law including i) contracts of employment ii) anti-discrimination provisions (gender, race, disability or age) iii) working hours and holiday entitlements iv) sickness absence and sick-pay v) Data Protection vi) Health & Safety 2. Outline the quality procedures associated with Employment Rights and Responsibilities a) identify grievance procedures at work/training b) describe procedures for requesting/recording time off work for i) illness; Medical/ Dental reasons ii) holidays iii) Family reasons iv) Public duties (e.g. acting as a juror) v) Trades union duties c) describe the procedure of recording of Personal Information: Personnel record; Statement of Earnings. d) describe the procedure for obtaining sources and types of information and advice on employment issues

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Outcome 5 Demonstrate an understanding of industry specific legislation Underpinning Knowledge The candidate will be able to 1. State the relevant statutory Acts and regulations with regard to Transmission and Distribution of electricity. a) outline the relevant sections of the i) Electricity at Work Regulations 1989 ii) The Electricity Act 1989 iii) Safety Quality and Continuity Regulations 2002 including reference to BS7671 2. Outline the requirements of relevant statutory Acts and regulations with regard to planning permission and highway authorities. a) state how legislation applies to distribution and transmission operations with respect to i) Town and Country Planning Act 1990 ii) Planning (Listed Buildings and Conservation Areas) Act 1990 iii) Planning (Hazardous Substances) Act 1990 iv) In New Roads and Streetworks Act 1991 Practical activities The candidate will be able to 1. apply legislation to a given work activity.

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UNIT 2 Electricity Technology Rationale This unit is concerned with the requirements that are essential to enable a range of engineering activities to be carried out safely and effectively within the Electricity Generation, Distribution and Transmission Industry. The unit also identifies the competencies needed to work efficiently and effectively in the workplace. Including, preparing the work area, ensuring that job specifications, instructions, equipment, materials and other resources are understood and available in a safe and usable condition along with reinstating the work area at the end of the engineering activity. It ensures that engineering and the environment; resources and the efficient use of resources in the engineering environment are covered. The unit also recognises the need for candidates to apply mathematical and electrical underpinning knowledge to a range of engineering activities within the workplace environment so that safe systems of work can be adopted. It provides a broad base of mechanical and electrical knowledge to aid specifically the Distribution and Transmission Industry. There are eight learning outcomes to this unit. The candidate will be able to 1. Demonstrate an understanding of mechanical technology 2. Demonstrate an understanding of circuit technology 3. Demonstrate an understanding of magnetism and electromagnetism 4. Demonstrate an understanding of transformers 5. Demonstrate an understanding of single phase A.C. circuit theory 6. Demonstrate an understanding of three phase A.C. circuit theory 7. Demonstrate an understanding of generators and motors 8. Demonstrate an understanding of instrument technology Connection with other awards

This unit combines with units 1 and 2 to form the Level 3 Certificate in Electricity Technology Engineering Assessment 1. Practical Activities

These are assessed through an assignment for the unit. 2. Written Tests

The underpinning knowledge requirements are listed for each outcome. These will be assessed by a multiple choice question paper produced in accordance with the test specification.

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Outcome 1 Demonstrate an understanding of mechanical technology Underpinning Knowledge The candidate will be able to 1. Apply mechanical/mathematical theory to simple mechanical systems and relate them to their workplace environment a) identify the following listed mechanisms i) lever systems ii) toggle iii) cam iv) crank v) pawl vi) ratchet b) describe the main features of the above listed mechanisms c) state the order of calculation (BODMAS) d) solve simple problems involving the principle of moments 2. apply mathematical constructs to spring technology and relate them to their workplace environment a) describe the main features of different types of spring b) evaluate the characteristics of springs c) determine the stiffness and extension of a spring and of a combination of identical springs d) evaluate the characteristics of springs in tension and compression e) determine the effect of connecting springs in series and parallel f) identify the characteristics of load/extension graphs for springs 3. apply mathematical constructs to basic machine technology and relate them to their workplace environment. a) determine the work done, the energy stored and the power required in simple electrical, mechanical and thermal energy conversion systems. b) defining efficiency and losses. c) determine the efficiency (as output/input) as a simple machine. d) explain the effects of conservation of energy and occurrence of losses. e) identify of the principle of conservation of energy. f) calculate the area/circumference of a circle g) determine the effect torque has on a machine and the work done by torque 4. Apply graphical communication to analyse machine technology a) construct basic graphs b) identify the use basic trigonometrical functions c) use trigonometry to calculate the moment of an inclined force d) evaluate the units of work, energy and power. Practical activities candidates should be able to conduct practical or simulated experiments to 1. demonstrate a selection of mechanical systems: levers, toggle, cam, crank, pawl and ratchet and springs. 2. draw and evaluate load/extension graphs for springs. 3. draw and evaluate the law of a machine using graphical representation.

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Outcome 2 Demonstrate an understanding of circuit technology

Underpinning Knowledge The candidate will be able to 1. define resistance and use graphs to evaluate resistive circuits. a) read data from graphs and evaluate their statistical relevance. b) state the meaning of gradient on straight-line graphs. c) plot graphs showing i) inverse relationships ii) graphs of resistance iii) cross-sectional area d) determine resistance from dimensions and resistivity, using R = ρ × l

Ae) state the effect of temperature on the resistance of common conducting and

insulating materials. f) use graphs to state what is meant by positive and negative temperature coefficients and indicate their uses. g) state the effects of applying a D.C. source to a resistance with respect to Ohm’s Law. h) outline the difference between i) series ii) parallel iii) series/parallel resistive circuits i) explain the meaning of voltage drop. j) determine the voltage drop created by the simple connection of combinations of resistors. k) determine the current, voltage and power in circuits (and parts of circuits) formed by simple combinations of resistors. 2. Recognize various capacitor types and outline the safety requirements for handling, installing and testing capacitors. a) describe the precautions to be taken when working on circuits connected to capacitors, and why there is a need for discharge resistors. b) state the importance of voltage rating, and why it should not be exceeded. c) describe the precautions to be taken when using electrolytic capacitors. d) identify the constructional features of the parallel plate capacitor, variable and semi-variable air-spaced and solid dielectric types of capacitor. e) state the theory of using air, mica and paper as dielectric mediums. f) describe the effect, altering the size and shape of a capacitors plates will have on its capacitive capabilities. g) describe a capacitor’s operation when A.C. and D.C. voltages are applied to a capacitor 3. Mathematically analyse capacitive circuits. a) explain potential difference, charge, capacitance using: Q = CV. b) understand how energy is stored within a capacitor using

W = ½ × C × V2.c) describe the need for calculating the combined capacitance of series

and parallel groups. d) explain time constants within a capacitive circuit, and calculate the time constant using t = C × R

46

4. Read and plot graphs to evaluate capacitive circuits. a) draw and understand non-linear graphs. b) describe the effects of charging a capacitor through a resistor from a d.c. supply. Practical activities candidates should be able to conduct practical or simulated experiments to 1. evaluate current, voltage, resistance, voltage drop and power within electrical systems 2. demonstrate the safety, charge and discharge characteristics of a capacitor

47

Outcome 3 Demonstrate an understanding of magnetism and electromagnetism

Underpinning Knowledge The candidate will be able to 1. Describe the theory relating to magnetic fields. a) describe the characteristics of magnets. b) describe the laws relating to their resultant magnetic fields.

c) state the relationship between magnetic field strength and relative areas of magnetic poles

2. Explain electromagnetism and identify what happens to a magnetic field when a conductor carries current. a) describe the theory of rotating magnetic fields when current is passed in opposite directions within conductors.

b) state the theory of magnetic fields and their effects on overhead and underground cables

3. Describe and explain the forces exerted on a current carrying conductor. a) describe the screw rule when trying to establish current flow and magnetic field rotation in a conductor.

b) establish force and direction on a conductor when a current is passed through that conductor using Fleming’s Left Hand Motor Rule. c) use F = B × i × l to establish the magnitude of force exerted on a conductor in a magnetic field. d) establish force and direction on a conductor using Fleming’s Right Hand Generator Rule when a conductor is moved through a magnetic field. e) use E = B × l × v to establish the magnitude of emf generated within a conductor rotating in a magnetic field. f) describe the magnetic forces exerted on underground and overhead cables and describe how these forces may be alleviated or reduced.

4. Explain the theory behind interacting magnetic fields. a) describe what is meant by inductance and identify the unit associated with it: (Henry).

b) describe how energy is stored in a magnetic field using W = ½ × L × I2

c) describe the dangers of switching inductive circuits. d) describe the differences between self and mutual inductance and relate them to industrial practice. e) state the practical effects of applying a D.C. source to an inductive load with respect to i) solenoid ii) electromagnet. f) with reference to given sketches, explain how magnetic shielding is provided. g) understand the theory of hysteresis and eddy current losses. h) describe what is meant by a BH curve and Identify B/H loops for typical magnetic materials. i) graphically represent B/H loops for typical materials

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5. Apply basic mathematical theory to analyse inductive circuits. a) carry out calculations to prove self-induction using E = L × (I1 - I2)

2b) calculate the time constant using t = L

Rc) use of non-linear graphs to demonstrate the time constant within an

inductive circuit.

Practical activities candidates should be able to conduct practical or simulated experiments to 1. demonstrate the laws of magnets. 2. establish that a conductor rotating in a magnetic field generates an emf 3. demonstrate the force on a conductor. 4. recognise B/H curves for typical magnetic materials. 5. demonstrate mutual inductive effects using simple coil systems.

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Outcome 4 Demonstrate an understanding of transformers

Underpinning Knowledge The candidate should be able to 1. Describe the operation and construction of a variety of power transformers. a) state the principle of operation of power transformers. b) identify transformers as i) shell ii) ring iii) core type iv) single-phase v) three-phase c) identify the laminations, core, limb and yoke and state the function of each feature. d) compare the construction of the auto-transformers and double-wound transformers 2. Describe the operation and construction of instrument transformers. a) with the aid of drawings and sketches, describe the construction and use of different types of instrument transformer 3. Explain losses in transformers. a) identify iron and copper losses and state the relationship between input, output and losses. b) describe how losses may be reduced with respect to laminating the iron core 4. Carry out basic mathematical analysis on transformers. a) perform simple calculations on input, output and losses. b) use percentages, when defining efficiency and losses within a transformer. c) perform the calculations involving current, voltage and turns based on an ideal

transformer. using 2

1

2

1

2

1

II

NN

VV

==

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Outcome 5 Demonstrate an understanding of single phase A.C. circuit theory

Underpinning Knowledge The candidate will be able to:

1. Describe the effects inductance and resistance has on single-phase A.C. circuits and analyse and evaluate single-phase resistive/inductive circuits. a) describe the effect an inductor has on Voltage and Current when connected in series in an A.C. circuit. b) calculate the inductive reactance of a resistive/inductive circuit using: XL = 2 × π × f × l.

c) perform basic trigonometry functions using angles and right angled triangles. d) calculate the impedance of an inductive circuit using: XLRZ 22 +=

e) solve inductance/ resistance series circuits, proving the effects of a lagging power factor as stated above using: Cos φ = R

Zf) explain the condition of resonance, and be able to calculate the resonant

frequency and resultant current in a series circuit 2. Describe the effects capacitance and resistance has on single-phase A.C. circuits and analyse and evaluate single-phase resistive/capacitive circuits. a) describe the effect a capacitor has on Voltage and Current when connected in series in an A.C. circuit. b) calculate the capacitive reactance of a resistive/capacitive circuit using Xc = 1

2 × π × f × cc) calculate the impedance of a resistive/capacitive circuit using

XcRZ 22 +=

d) solve capacitive/ resistance series circuits, proving the effects of a leading power factor as stated above using: Cos φ = R

Z

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3. Describe the need for power factor correction in A.C. circuits. a) use scaled phasor diagrams to graphically prove the effects of a lagging power factor. b) use scaled phasor diagrams to graphically prove the effects of a leading power factor. c) be able to refer to given diagrams and state the connections required for power factor improvement. d) calculate the capacitance required to improve the power factor to unity. e) state the reasons for improving to power factors other than unity. f) determine power factor using: PF = kW

kVA g) for single-phase circuits determine the power (kW), current (kVA), and power factor (kVAr) and establish a relationship between the calculations and the power triangle 4. Analyse and evaluate single-phase resistive/inductive/capacitive circuits.

a) describe the effect a resistor/ inductor/ capacitor has on Voltage and Current when connected in series in an A.C. circuit. b) establish the relationship between R/Z/ XL/Xc using impedance triangles. c) describe the effect a resistor/ inductor/ capacitor has on Voltage and Current when connected in parallel in an A.C. circuit. d) use previous formulae to analyse the effects of connecting a resistor/inductor/capacitor in parallel to an A.C. supply 5. Interpret graphically lead/lag A.C. single phase circuits. a) draw accurate scaled phasor diagrams

Practical activities candidates should be able to conduct practical or simulated experiments to: 1. simulate the lead /lag effect of inductors and capacitors.

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Outcome 6 Demonstrate an understanding of three phase A.C. circuit theory

Underpinning Knowledge The candidate will be able to 1. Recognise the different methods for connecting three-phase equipment. a) identify the differences between Star/Delta systems b) describe the methods of determining the power in three-phase balanced loads (excluding the two-wattmeter method). c) determine the power in three-phase balanced loads 2. Identify balanced and unbalanced three-phase systems. a) state the reason for neutral current in an unbalanced three-phase system. b) state the advantages of three-phase systems for generation and distribution 3. Calculate power in three-phase systems. a) calculate the power factor of three phase balanced loads using: PF = kW

kVA b) calculate line and phase values of voltage and current in three-phase star- and delta-connected balanced systems. Practical activities candidates should be able to conduct practical or simulated experiments to 1. simulate the effect of balanced and unbalanced three phase loads.

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Outcome 7 Demonstrate an understanding of generators and motors

Underpinning Knowledge The candidate will be able to: 1. Describe the constructional features and basic characteristics of A.C. generators and motors. a) outline the main characteristics and applications of the i) Universal, Split-phase induction ii) Capacitor-start induction iii) Synchronous single-phase motors, and three phase induction motors. b) outline the main characteristics and applications of the Synchronous (no d.c. excitation), synchronous (with d.c. excitation), induction, squirrel cage or wound rotor three-phase motors. c) outline the production of a rotating magnetic field. d) describe how polyphase a.c. generators generate single-phase, three-phase three-wire and three-phase four-wire systems. e) state the effect of phase sequence on the direction of rotation of A.C machines, and how rotation may be altered. f) state the effects of a having high starting current on A.C. machines and the need to limit starting current. g) explain the effects torque will have on A.C. machines 2. Describe the construction features and basic characteristics of D.C machines generator and motors. a) describe the main constructional features of D.C. motors and generators with respect to the stator and armature. b) explain the role of the field and armature winding system on D.C. machines. c) describe the basic principle of commutation. d) state the forms of excitation used on D.C. machines. e) describe of the operation of shunt, series and compound D.C. machines. f) explain effects of altering the armature current and flux density of a D.C. machine. g) state the effect of reversing the rotation of D.C. machines. h) explain the load characteristics of D.C. machines. i) describe the starting arrangements for A.C. machines. j) describe the safety arrangements for D.C motors 3. Analyse graphical representations of A.C. and D.C machine characteristics. a) identify the peak, the r.m.s and the average values on a sinusoidal wave form graph.

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4. Carry out mathematical analysis on A.C. and D.C machines. a) determine, by calculation, the change in e.m.f. generated by changes in speed and field strength for a given machine using E = B × l × v. b) relate the number of pole pairs, the speed and the frequency of a generator with respect to: f = n

pc) identify and carry out calculations for r.m.s and average values of voltage using

given formulae. d) defining the slip/percentage slip of an A.C. machine. e) understand the difference between synchronous speed and rotor speed and be able to carry out calculations using: ns – nr × 100 ns

f) understand and use the formula: V = E ± IR.

Practical activities candidates should be able to conduct practical or simulated experiments to: 1. dismantle a motor/generator to identify the relevant constructional aspects of the machine.

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Outcome 8 Demonstrate an understanding of instrument technology

Underpinning Knowledge The candidate will be able to 1. Describe the construction and operation of test equipment a) describe moving-coil, moving-iron, thermocouple and dynamometer instruments

b) explain the basic operation and connection and state applications for i) voltmeters ii) ammeters iii) wattmeters 2. Explain how instruments are connected into circuitry a) describe the methods of extending the range and the connections required 3. Describe the possible effects of connecting instrumentation into a circuit a) state how the connection of instruments in circuit may affect the accuracy of readings obtained with respect to i) sensitivity ii) ohms/volt meter errors in high resistance circuits iii) in low voltage, low resistance circuits 4. Carry out calculations a) perform simple related calculations to prove the accuracy/inaccuracy of the readings b) calculate voltage, time and frequency from trace measurements, using a cathode ray oscilloscope c) calculate the required values of series resistors and shunts

Practical activities candidates should be able to conduct practical or simulated experiments to

1. demonstrate an ability to read numerical data from various instruments and synthesize their observations into a logical format for analysis.

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UNIT 3 Electricity Supply Rationale This unit is concerned with the requirements of providing a reliable supply of electricity. It outlines the fundamental engineering principles relating to the transmission and distribution of electricity. It provides the underpinning knowledge for the Distribution and Transmission N/SVQ in the capacities of overhead line erection, cable jointing and fitting. The unit also identifies the competencies needed to work efficiently and effectively in the workplace. The unit also recognises the need for candidates to apply mathematical and electrical underpinning knowledge within the workplace environment.

There are ten learning outcomes to this unit. The candidate will be able to 1. Demonstrate an understanding of electricity supply systems 2. Demonstrate an understanding of overhead lines 3. Demonstrate an understanding of underground cables 4. Demonstrate an understanding of transformers 5. Demonstrate an understanding of earthing 6. Demonstrate an understanding of insulating mediums 7. Demonstrate an understanding of switchgear 8. Demonstrate an understanding of protection and testing 9. Demonstrate an understanding of auxiliary supplies 10. Demonstrate an understanding of electronics Connection with other awards This unit combines with units 1 and 2 to form the Level 3 Certificate in Electricity Technology Engineering Assessment 1. Practical Activities

There is no formal practical assessment for this unit but candidates will be expected to demonstrate the skills learnt through a range of practical activities.

2. Written Tests The underpinning knowledge requirements are listed for each outcome. These will be assessed by a multiple choice question paper produced in accordance with the test specification.

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Outcome 1 Demonstrate an understanding of electricity supply systems Underpinning knowledge The candidate will be able to 1. State why power stations are interconnected and the advantages of interconnection. a) describe the relationship between grid, supergrid and associated power stations. b) describe the reason for bulk supply and distribution substations. c) recognise a load duration curve and its relationship to an efficient system. d) state the roles and responsibilities of transmission and distribution companies 2. State the reasons for high voltage transmission 3. Describe the functions and the relationship between transmission and distribution systems and state their advantages and disadvantages. a) explain the advantages and disadvantages of transmission and distribution systems with regard to cost and the affects on amenities 4. State the statutory limits for voltage and frequency and the reasons for these requirements. a) state the voltages at which specific consumer groups are supplied and the reasons for standardised voltages. b) explain the transforming of voltages, the resultant voltages for single-phase and three/ four-wire three-phase systems. 5. Describe the effects of voltage drop and losses and carry out simple calculations a) solve problems from given data relating to voltage drop and power loss on a short transmission lines. 6. Identify the plant used and state the reasons for the positions of the items of plant a) describe and draw physical substation plant layouts for transmission, primary and secondary distribution systems b) draw typical electrical schematic diagrams for the layouts of substations for transmission, primary and secondary distribution systems

Practical activities The candidate will be able to 1. identify inter-connections between power stations 2. take measurements of voltage drops on simulated systems 3. investigate typical voltage supplies to consumers in their area

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Outcome 2 Demonstrate an understanding of overhead lines

Underpinning knowledge The candidate will be able to 1. State the procedure to be followed in the routing of lines. a) explain statutory consents and notices and the procedures to be followed. b) outline topographical features that effect the routing of overhead lines. c) describe way-leave procedures (right grantors, notices, access, damage and compensation) 2. Identify and sketch simple profiles from given data a) read simple maps and prepare profiles from given data 3. Solve simple problems in trigonometry for calculating the height of towers 4. Describe the construction and materials for a range of overhead line conductors. a) describe conductors used for overhead lines i) copper ii) aluminium iii) aluminium alloy iv) aluminium conductor steel reinforced v) ariel bundled conductors 5. State the standard sizes, applications and reasons for use of overhead line conductors in particular situations 6. describe different types of joints, terminations and methods of connection 7. For given types of line, state the constructional features of lines and supports. a) compare different types of overhead lines support i) wooden poles ii) steel towers b) describe what is meant by the terms; i) terminal ii) intermediate iii) deviation iv) strays v) struts with regard to towers and poles 8. For given types of line, state the reason for spacing and arrangement of the conductors used. a) explain the reasons for spacing and arrangement of conductors and supports. b) state the requirement for stringing of overhead lines with regard to ground clearances

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9. Compare the constructional features for given types of insulator state their advantages and uses.

a) sketch the different types of insulators including i) pin ii) post iii) reel iv) stay insulators v) tension vi) suspension sets

b) describe the use of guard rings and arching horns 10. Describe the forces exerted on overhead line supports and select suitable supports for given situations. calculate string efficiency and voltage distribution across suspension insulators 11. State, in general terms, the effect on conductors of span length, tension, temperature, wind and ice. a) state the effects of sag, span length, temperature and tension on overhead lines. b) describe the effects of wind, ice-loading and corrosion on overhead lines. 12. Solve simple problems involving the relationship between length of span, tension, temperature, wind and ice 13. Use sag-tension charts. a) calculate tension and sag using :

T = WL2

8S 14. State the causes and symptoms of common faults on lines and the remedial action each fault requires.

a) explain the cause and nature of common faults on overhead lines. b) state the effects of lightning and atmospheric conditions on overhead lines. c) explain the terms i) puncture ii) flashover iii) corona iv) surface leakage v) tracking

d) describe the methods for reducing vibration and galloping conductors 15. State overhead line patrol procedures 16. Describe the construction and application of surge divertors for overhead lines. a) describe the construction and use of surge divertors. b) state voltage rating of overhead lines, the limiting factors. c) explain voltage drop, losses and the importance of low resistance in overhead lines.

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Practical activities The candidate will be able to 1. prepare, plot and sketch simple profiles from given data. 2. measure forces on simulated support systems. 3. conduct simulated experiments to show the relationship between tension and sag.

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Outcome 3 Demonstrate an understanding of underground cables

Underpinning knowledge The candidate will be able to 1. State the constructional features, materials used and functions of component parts of underground cables. a) describe the construction of the following types of cable including their core, insulation, sheathing and armouring arrangements. i) belted ii) screened iii) oil filled iv) gas filled v) paper insulated vi) XLPE vii) polymeric viii) polylaminate cables 2. From charts select data regarding ratings of cables 3. Explain what is meant by radial and tangential stress and voltage gradient in high voltage cables 4. Explain how electrical stress can be reduced and controlled. a) explain the effects electric stress, dielectric stress, ionisation, occluded gas or air in cables and state how screening is used for stress control 5. State the procedures for cable laying and the precautions which should be taken. a) describe cable-laying methods including routing, obstruction, use of plant and equipment. b) explain the advantages and disadvantages of direct lay and draw-in systems. c) describe methods of cable location and safe working methods. d) explain the term phasing out and the need for using approved test lamps and equipment. e) describe the need for earthing and bonding. f) explain the need for bonding straps, screens and cages 6. Select plant and equipment suitable for given cable-laying methods 7. State the factors which affect ratings of cables 8. State the factors to be recorded when a cable is laid and the relevant regulations a) outline the need to keep mains records and data

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9. Describe the methods of jointing conductors a) describe the different types of joint and the methods of connecting conductors. b) compare resin and compound filled joints and the reasons for their use. c) compare the different techniques between high voltage and low voltage jointing 10. Describe the use of cold pouring resins and the precautions to be taken when handling them 11. State the uses of common jointing compounds and explain the importance of correct pouring temperatures 12. Identify abbreviations for cables in common use. 13. State the causes and symptoms of common cable faults and the remedial action for each fault. a) describe common faults on underground cables, including mechanical damage. b) compare open circuit, short circuit, earth faults and high resistance faults 14. Explain in simple terms common procedures for locating faults in high voltage and low voltage cables. a) describe different methods of fault location. b) compare the general types of cable fault location equipment for high voltage and low voltage cables

Practical activities The candidate will be able to 1. select and use test equipment to find cable faults. 2. demonstrate safe testing methods with testing equipment.

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Outcome 4 Demonstrate an understanding of transformers Underpinning knowledge The candidate will be able to 1. State the constructional features of a transformer and the function of each part. a) outline the constructional features and cooling arrangements of i) distribution ii) transmission transformers 2. State the procedures for on-load and off-load tap-changing. a) describe the uses of both on-load and off-load tap-changers.

b) distinguish between the different types of connections for transformers

3. Describe methods of installation and testing. a) outline the procedures for installation and maintenance of transformers 4. Identify the connection arrangements in a given diagram a) state the requirements for connecting transformers in parallel with reference to phasor groups, frequency and polarity

5. Describe the construction and use of static balancers 6. Describe the construction and use of automatic voltage control and moving-coil voltage regulators. a) describe the use of a static balancers, moving-coil regulators and automatic voltage control

Practical activities The candidate will be able to 1. identify windings on an unmarked transformer. 2. carry out experiments to determine transformer losses on full load and no load.

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Outcome 5 Demonstrate an understanding of earthing Underpinning knowledge The candidate will be able to 1. State the reasons for earthing low voltage systems and high voltage systems. a) describe earthing of neutral point in HV and LV systems.

b) describe the need for earthing resistors and transformers. c) explain the reason for bonding and earthing of metalwork 2. State the advantages and applications of given earthing methods a) state the reason for using PME systems. b) state the need for applying temporary earths 3. State the constructional features, advantages and applications of given earth electrodes a) identify different types of earth electrodes. b) describe the operation of safety devices for earth faults 4. Identify earth paths from given diagrams 5. Define resistance area

a) describe resistance area of an earth electrode. 6. Determine earth resistance, earth resistivity and earth fault loop impedance 7. Solve simple problems involving prospective earth fault current and rise of potential under fault conditions

Practical activities The candidate will be able to 1. conduct experiments to determine earth electrode resistance. 2. perform calculations of prospective earth fault current from measured results.

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Outcome 6 Demonstrate an understanding of insulating mediums

Underpinning knowledge The candidate will be able to 1. Describe the uses of oils in electrical plant and cables a) describe the general properties and uses of oil with regard to i) dielectric strength ii) viscosity iii) flash point iv) coefficient of expansion v) specific heat capacity 2. State the meanings of terms used to describe general properties of oils 3. State the procedures for handling oil in stores, on site or in service a) state the methods of storage, handling and sampling of oil 4. State the methods of testing and treatment of oil 5. State the reasons for oil deteriorating in service and suitable methods of treatment

Practical activities The candidate will be able to 1. investigate companies procedures for testing insulating oils. 2. investigate companies procedures for planned maintenance of a transformer.

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Outcome 7 Demonstrate an understanding of switchgear Underpinning knowledge The candidate will be able to 1. Describe given types of switchgear and state the function of each. a) define different types of switchgear with regard to i) circuit-breakers ii) switches iii) isolators iv) busbars b) describe the use of busbar section and coupler switches 2. For each type of switchgear, state the constructional features the principles of operation. a) describe the general construction and principles of operation for i) air break ii) air-blast iii) oil-immersed iv) sulphur hexafluoride v) vacuum switchgear b) describe types of contacts and principles of arc extinction and arc control devices c) state the operating mechanisms and the need for interlocks d) describe the construction of busbars both indoor and outdoor types 3. For each type of switchgear, state the advantages, disadvantages and applications a) explain methods of isolation and busbar selection 4. State the electrical and mechanical sequences in auto-reclose equipment. a) explain the use of auto-reclose circuit-breakers b) briefly outline the automation of switchgear operations 5. Interpret connection diagrams 6. State the main points to be observed in plant installation and maintenance a) describe the main points of installation and maintenance with regard to alignment, mechanical and electrical operation b) describe preventative and after-fault maintenance

Practical activities The candidate will be able to 1. investigate company procedures for planned maintenance of an item of switchgear.

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Outcome 8 Demonstrate an understanding of protection and testing

Underpinning knowledge The candidate will be able to 1. Outline principles of protective schemes and devices from low voltage through to 400kv. a) explain the reason for protection schemes on systems of 240v, 415v, 11kv, 33kv, 66kv, 132kv, 275kv and 400kv, with regard to i) dangerous currents due to short circuits ii) earth leakage iii) overload iv) reverse power b) describe the need for lightning arresters and surge absorbers c) explain short circuit ratings of fuses, switchgear and need for reactors d) explain the terms neutral voltage displacement and fault throwing 2. For voltage and current transformers, state the common types, their forms of construction, their purposes and advantages in metering and protective schemes a) in general terms state the principles of transformer and feeder protection. b) state simple earth leakage, overcurrent, balanced current and opposed voltage systems 3. For voltage and current transformers, .state the precautions to be taken when disconnecting and the reasons for earthing the core and secondary windings 4. Identify the connections of voltage and current transformers, given the terminal markings 5. Describe the construction and principles of operation of listed relays a) describe how Buchholz relay, oil and winding temperature indicators work b) describe in simple terms how instantaneous and inverse time-relays work 6. Describe power and energy metering schemes using voltage and current transformers 7. For given tests, state the purpose, the procedure and the readings and results to be expected a) describe how to carry out continuity, insulation and polarity tests. b) briefly outline primary, secondary injection tests and AC and DC pressure tests

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8. Describe the construction and application of fuses used on distribution systems a) describe types of fuses LV and HV their principles of operation, grading, load and interrupting capacity b) state the use of fuses for protection

Practical activities The candidate should be able to 1. connect and use current and voltage transformers. 2. select appropriate protection equipment for given situations. 3. assemble and connect relay circuits

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Outcome 9 Demonstrate an understanding of auxiliary supplies

Underpinning knowledge The candidate will be able to 1. State the method of construction and installation of a given system. a) identify different systems of distribution in buildings. b) distinguish between different types of cable, trunking, conduits, flexible conduit, PVCSWA cables, and MIMS cable 2. State the applications of each types and select a type suitable for a given application a) describe methods of construction, installation and application 3. State the advantages and disadvantages of a given system. a) state advantages and disadvantages of given systems, with regard to methods and equipment used in jointing and terminating 4. Describe the principle of operation and applications of time clocks, air, water thermostats and level switches. a) outline different control systems, time clocks, air, water thermostats and level switches. b) state the necessity for contactors 5. Describe the electrical, chemical and explosive hazards associated with batteries and the precautions to be taken. a) state the precautions that must be taken against explosion, burns and spillage. b) describe the remedial action to be taken in case of accident 6. Describe the commissioning procedures for lead-acid and nickel-cadmium batteries. a) describe different rechargeable batteries. b) state the requirement for site erection, filling, first charge and commissioning tests c) draw charge and discharge curves. 7. Describe the maintenance procedures for lead-acid and nickel-cadmium batteries. a) state the maintenance procedures on rechargeable batteries b) state simple maintenance procedures for testing of batteries in service and the diagnosing of faults.

Practical activities The candidate will be able to 1. select appropriate cables for given situations. 2. terminate low voltage m.i.m.s, s.w.a. and p.v.c. cables.

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Outcome 10 Demonstrate an understanding of electronics

Underpinning knowledge The candidate should be able to 1. Identify types of resistor a) recognize i) fixed ii) variable iii) metal oxide iv) wire wound resistors. b) describe the properties and uses of these resistors 2. Determine values of resistors from methods of identification. a) recognise resistor value identification methods and tolerance limits. b) describe preferred values and power dissipation 3. Identify types of capacitor i) fixed ii) variable iii) paper iv) mica v) polyester vi) electrolyte capacitors 4. Determine the values of capacitors from methods of identification. a) state tolerances limits and preferred values. b) state the importance of voltage ratings and polarity. 5. Use diagrams or descriptions of listed semi-conductors, state their type and application. a) outline the operation of silicon, germanium p-n junction point contact and Zener diodes. b) describe the operation and constructional features of Bipolar junction transistors p-n and n-p-n and the importance lead marking. c) describe the operation and constructional features of silicon controlled rectifiers, their markings and use in simple control circuits 6. Use diagrams or descriptions of a component layout or mounting method, name the method, state its main features, advantages and disadvantages. a) describe component layout and mounting methods including single chassis and multi -layer printed circuit boards 7. Describe the processes of soldering, desoldering and mounting components a) explain soldering, desoldering methods and the use of heat shunts 8. State the reasons for use of a heat sink

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9. Identify transistor pin outs a) explain the use of transistor, integrated circuit mountings and pin numbering methods 10. State the factors to be observed when replacing components.

Practical activities The candidate will be able to 1. construct a bridge rectifier with smoothing circuits. 2. carry out soldering and desoldering tasks. 3. identify different electronic components.

SP-03-2322

2322 Level 3 Handbook

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Transcript of 2322 Level 3 Handbook