Performance Assessment: Building a Scale Model Structure  · Web view4.2 solve word problems...

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4TH CLASS POWER ENGINEERING ASSESSMENT COURSE PEN3020: PREPARATORY MATH Level: Advanced Prerequisite: None Description: Students will demonstrate fundamental mathematical concepts and skills required to perform calculations and computations. Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA) . Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website. This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Notes Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. 4th Class Power Engineering Assessment CTS, TMT: PEN3020 / 1 © Alberta Education, Alberta, Canada revised 2018

Transcript of Performance Assessment: Building a Scale Model Structure  · Web view4.2 solve word problems...

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3020: PREPARATORY MATH

Level: Advanced

Prerequisite: None

Description: Students will demonstrate fundamental mathematical concepts and skills required to perform calculations and computations.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3020 / 1© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3020: PREPARATORY MATH

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. perform simple calculations using SI units

2. perform basic arithmetic operations

3. perform basic arithmetic operations involving fractions, decimals and percentages

4. explain the concepts of ratio and proportion

5. identify values for different variables within a formula

6. describe measurement of length; define types of lines and angles; and calculate perimeters and areas of simple plane figures

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7. calculate the volumes and surface areas of rectangular objects, cylinders and spheres

Teacher Signature Date

4th Class Power Engineering Assessment CTS, TMT: PEN3020 / 3© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3020: PREPARATORY MATH

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. perform simple calculations using SI units

1.1 describe basic SI units, matching associated symbols for unit prefixes

I can consistently describe basic SI units, matching associated symbols for unit prefixes.

I can usually describe basic SI units, matching associated symbols for unit prefixes.

I sometimes need assistance to describe basic SI units, matching associated symbols for unit prefixes.

I often need assistance to describe basic SI units, matching associated symbols for unit prefixes.

I have not yet provided evidence of this performance task.

1.2 perform unit analyses in simple problems

I can consistently perform unit analyses in simple problems.

I can usually perform unit analyses in simple problems.

I sometimes need assistance to perform unit analyses in simple problems.

I often need assistance to perform unit analyses in simple problems.

I have not yet provided evidence of this performance task.

1.3 list derived SI units and their associated symbols

I can consistently list derived SI units and their associated symbols.

I can usually list derived SI units and their associated symbols.

I sometimes need assistance to list derived SI units and their associated symbols.

I often need assistance to list derived SI units and their associated symbols.

I have not yet provided evidence of this performance task.

1.4 perform conversions between SI and imperial units

I can consistently perform conversions between SI and imperial units.

I can usually perform conversions between SI and imperial units.

I sometimes need assistance to perform conversions between SI and imperial units.

I often need assistance to perform conversions between SI and imperial units.

I have not yet provided evidence of this performance task.

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2. perform basic arithmetic operations

2.1 add and subtract integers I can consistently add and subtract integers.

I can usually add and subtract integers.

I sometimes need assistance to add and subtract integers.

I often need assistance to add and subtract integers.

I have not yet provided evidence of this performance task.

2.2 multiply and divide whole numbers and decimal numbers

I can consistently multiply and divide whole numbers and decimal numbers.

I can usually multiply and divide whole numbers and decimal numbers.

I sometimes need assistance to multiply and divide whole numbers and decimal numbers.

I often need assistance to multiply and divide whole numbers and decimal numbers.

I have not yet provided evidence of this performance task.

2.3 perform arithmetic operations involving combinations of addition, subtraction, multiplication, division and powers in the proper order of operation

I can consistently perform arithmetic operations involving combinations of addition, subtraction, multiplication, division and powers in the proper order of operation.

I can usually perform arithmetic operations involving combinations of addition, subtraction, multiplication, division and powers in the proper order of operation.

I sometimes need assistance to perform arithmetic operations involving combinations of addition, subtraction, multiplication, division and powers in the proper order of operation.

I often need assistance to perform arithmetic operations involving combinations of addition, subtraction, multiplication, division and powers in the proper order of operation.

I have not yet provided evidence of this performance task.

3. perform basic arithmetic operations involving fractions, decimals and percentages

3.1 identify proper and improper fractions and mixed numbers

I can consistently identify proper and improper fractions and mixed numbers.

I can usually identify proper and improper fractions and mixed numbers.

I sometimes need assistance to identify proper and improper fractions and mixed numbers.

I often need assistance to identify proper and improper fractions and mixed numbers.

I have not yet provided evidence of this performance task.

3.2 add, subtract and multiply fractions and reduce them to lowest terms

I can consistently add, subtract and multiply fractions and reduce them to lowest terms.

I can usually add, subtract and multiply fractions and reduce them to lowest terms.

I sometimes need assistance to add, subtract and multiply fractions and reduce them to lowest terms.

I often need assistance to add, subtract and multiply fractions and reduce them to lowest terms.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3020 / 5© Alberta Education, Alberta, Canada revised 2018

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3.3 convert fractions to decimal numbers and decimal numbers to fractions

I can consistently convert fractions to decimal numbers and decimal numbers to fractions.

I can usually convert fractions to decimal numbers and decimal numbers to fractions.

I sometimes need assistance to convert fractions to decimal numbers and decimal numbers to fractions.

I often need assistance to convert fractions to decimal numbers and decimal numbers to fractions.

I have not yet provided evidence of this performance task.

3.4 analyze percentage problems

I can consistently analyze percentage problems.

I can usually analyze percentage problems.

I sometimes need assistance to analyze percentage problems.

I often need assistance to analyze percentage problems.

I have not yet provided evidence of this performance task.

4. explain the concepts of ratio and proportion

4.1 convert ratios of one quantity to another quantity

I can consistently convert ratios of one quantity to another quantity.

I can usually convert ratios of one quantity to another quantity.

I sometimes need assistance to convert ratios of one quantity to another quantity.

I often need assistance to convert ratios of one quantity to another quantity.

I have not yet provided evidence of this performance task.

4.2 solve word problems involving ratios and proportions

I can consistently solve word problems involving ratios and proportions.

I can usually solve word problems involving ratios and proportions.

I sometimes need assistance to solve word problems involving ratios and proportions.

I often need assistance to solve word problems involving ratios and proportions.

I have not yet provided evidence of this performance task.

5. identify values for different variables within a formula

5.1 solve equations and word problems

I can consistently solve equations and word problems.

I can usually solve equations and word problems.

I sometimes need assistance to solve equations and word problems.

I often need assistance to solve equations and word problems.

I have not yet provided evidence of this performance task.

6. describe measurement of length; define types of lines and angles; and calculate perimeters and areas of simple plane figures

6.1 convert measurement units from one system to another using linear measurement systems

I can consistently convert measurement units from one system to another using linear measurement systems.

I can usually convert measurement units from one system to another using linear measurement systems.

I sometimes need assistance to convert measurement units from one system to another using linear measurement systems.

I often need assistance to convert measurement units from one system to another using linear measurement systems.

I have not yet provided evidence of this performance task.

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6.2 define parallel and perpendicular lines and types of angles

I can consistently define parallel and perpendicular lines and types of angles.

I can usually define parallel and perpendicular lines and types of angles.

I sometimes need assistance to define parallel and perpendicular lines and types of angles.

I often need assistance to define parallel and perpendicular lines and types of angles.

I have not yet provided evidence of this performance task.

6.3 describe types of simple plane figures, including area calculations for triangles and quadrilaterals

I can consistently describe types of simple plane figures, including area calculations for triangles and quadrilaterals.

I can usually describe types of simple plane figures, including area calculations for triangles and quadrilaterals.

I sometimes need assistance to describe types of simple plane figures, including area calculations for triangles and quadrilaterals.

I often need assistance to describe types of simple plane figures, including area calculations for triangles and quadrilaterals.

I have not yet provided evidence of this performance task.

6.4 describe the components of a circle and find its circumference, area and diameter

I can consistently describe the components of a circle and find its circumference, area and diameter.

I can usually describe the components of a circle and find its circumference, area and diameter.

I sometimes need assistance to describe the components of a circle and find its circumference, area and diameter.

I often need assistance to describe the components of a circle and find its circumference, area and diameter.

I have not yet provided evidence of this performance task.

7. calculate the volumes and surface areas of rectangular objects, cylinders and spheres

7.1 convert commonly used volume units

I can consistently convert commonly used volume units.

I can usually convert commonly used volume units.

I sometimes need assistance to convert commonly used volume units.

I often need assistance to convert commonly used volume units.

I have not yet provided evidence of this performance task.

7.2 calculate the volume of a rectangular prism

I can consistently calculate the volume of a rectangular prism.

I can usually calculate the volume of a rectangular prism.

I sometimes need assistance to calculate the volume of a rectangular prism.

I often need assistance to calculate the volume of a rectangular prism.

I have not yet provided evidence of this performance task.

7.3 calculate the surface area and volume of a cylinder

I can consistently calculate the surface area and volume of a cylinder.

I can usually calculate the surface area and volume of a cylinder.

I sometimes need assistance to calculate the surface area and volume of a cylinder.

I often need assistance to calculate the surface area and volume of a cylinder.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3020 / 7© Alberta Education, Alberta, Canada revised 2018

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7.4 calculate the surface area and volume of a sphere

I can consistently calculate the surface area and volume of a sphere.

I can usually calculate the surface area and volume of a sphere.

I sometimes need assistance to calculate the surface area and volume of a sphere.

I often need assistance to calculate the surface area and volume of a sphere.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

8 / CTS, TMT: PEN3020 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3021: ELEMENTARY MECHANICS AND DYNAMICS

Level: Advanced

Prerequisite: None

Description: Students will be able to solve problems related to force, work, pressure, stress and friction.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3021 / 9© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3021: ELEMENTARY MECHANICS AND DYNAMICS

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. perform basic calculations and define basic terms used in the study of mechanics

2. perform calculations using forces and moments and determine whether or not a system is in equilibrium

3. define simple machines and perform calculations relating to mechanical advantage, velocity ratio and efficiency

4. define and identify scalar and vector quantities and solve simple vector problems graphically

5. solve simple problems involving linear velocity, time and distance

10 / CTS, TMT: PEN3021 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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6. perform calculations involving force, work, pressure, power and energy

7. solve problems involving friction

8. explain physical properties of materials and how their behaviour is affected when external forces are applied

9. perform calculations pertaining to common power transmission systems

Teacher Signature Date

4th Class Power Engineering Assessment CTS, TMT: PEN3021 / 11© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3021: ELEMENTARY MECHANICS AND DYNAMICS

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. perform basic calculations and define basic terms used in the study of mechanics

1.1 define mass, force, acceleration, velocity and weight

I can consistently define mass, force, acceleration, velocity and weight.

I can usually define mass, force, acceleration, velocity and weight.

I sometimes need assistance to define mass, force, acceleration, velocity and weight.

I often need assistance to define mass, force, acceleration, velocity and weight.

I have not yet provided evidence of this performance task.

1.2 perform simple calculations involving force, pressure, work, power and energy

I can consistently perform simple calculations involving force, pressure, work, power and energy.

I can usually perform simple calculations involving force, pressure, work, power and energy.

I sometimes need assistance to perform simple calculations involving force, pressure, work, power and energy.

I often need assistance to perform simple calculations involving force, pressure, work, power and energy.

I have not yet provided evidence of this performance task.

2. perform calculations using forces and moments and determine whether or not a system is in equilibrium

2.1 define the moment of a force and its units

I can consistently define the moment of a force and its units.

I can usually define the moment of a force and its units.

I sometimes need assistance to define the moment of a force and its units.

I often need assistance to define the moment of a force and its units.

I have not yet provided evidence of this performance task.

2.2 determine the direction and magnitude of the moment of a force

I can consistently determine the direction and magnitude of the moment of a force.

I can usually determine the direction and magnitude of the moment of a force.

I sometimes need assistance to determine the direction and magnitude of the moment of a force.

I often need assistance to determine the direction and magnitude of the moment of a force.

I have not yet provided evidence of this performance task.

12 / CTS, TMT: PEN3021 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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3. define simple machines and perform calculations related to mechanical advantage, velocity ratio and efficiency

3.1 define the term simple machine

I can consistently define the term simple machine.

I can usually define the term simple machine.

I sometimes need assistance to define the term simple machine.

I often need assistance to define the term simple machine.

I have not yet provided evidence of this performance task.

3.2 calculate mechanical advantage, velocity ratio and efficiency of simple machines

I can consistently calculate mechanical advantage, velocity ratio and efficiency of simple machines.

I can usually calculate mechanical advantage, velocity ratio and efficiency of simple machines.

I sometimes need assistance to calculate mechanical advantage, velocity ratio and efficiency of simple machines.

I often need assistance to calculate mechanical advantage, velocity ratio and efficiency of simple machines.

I have not yet provided evidence of this performance task.

4. define and identify scalar and vector quantities and solve simple vector problems graphically

4.1 define scalar and vector quantities as they apply to drawing vector diagrams

I can consistently define scalar and vector quantities as they apply to drawing vector diagrams.

I can usually define scalar and vector quantities as they apply to drawing vector diagrams.

I sometimes need assistance to define scalar and vector quantities as they apply to drawing vector diagrams.

I often need assistance to define scalar and vector quantities as they apply to drawing vector diagrams.

I have not yet provided evidence of this performance task.

5. solve simple problems involving linear velocity, time and distance

5.1 solve distance, displacement, speed and velocity problems

I can consistently solve distance, displacement, speed and velocity problems.

I can usually solve distance, displacement, speed and velocity problems.

I sometimes need assistance to solve distance, displacement, speed and velocity problems.

I often need assistance to solve distance, displacement, speed and velocity problems.

I have not yet provided evidence of this performance task.

5.2 draw graphs of velocity as a function of time

I can consistently draw graphs of velocity as a function of time.

I can usually draw graphs of velocity as a function of time.

I sometimes need assistance to draw graphs of velocity as a function of time.

I often need assistance to draw graphs of velocity as a function of time.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3021 / 13© Alberta Education, Alberta, Canada revised 2018

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5.3 define acceleration, state its units and solve simple acceleration problems

I can consistently define acceleration, state its units and solve simple acceleration problems.

I can usually define acceleration, state its units and solve simple acceleration problems.

I sometimes need assistance to define acceleration, state its units and solve simple acceleration problems.

I often need assistance to define acceleration, state its units and solve simple acceleration problems.

I have not yet provided evidence of this performance task.

5.4 apply mathematical formulae relating acceleration, velocity, distance and time to solve problems

I can consistently apply mathematical formulae relating acceleration, velocity, distance and time to solve problems.

I can usually apply mathematical formulae relating acceleration, velocity, distance and time to solve problems.

I sometimes need assistance to apply mathematical formulae relating acceleration, velocity, distance and time to solve problems.

I often need assistance to apply mathematical formulae relating acceleration, velocity, distance and time to solve problems.

I have not yet provided evidence of this performance task.

6. perform calculations involving force, work, pressure, power and energy

6.1 perform calculations involving force and work

I can consistently perform calculations involving force and work.

I can usually perform calculations involving force and work.

I sometimes need assistance to perform calculations involving force and work.

I often need assistance to perform calculations involving force and work.

I have not yet provided evidence of this performance task.

6.2 perform calculations involving gauge, atmospheric pressure and absolute pressure

I can consistently perform calculations involving gauge, atmospheric pressure and absolute pressure.

I can usually perform calculations involving gauge, atmospheric pressure and absolute pressure.

I sometimes need assistance to perform calculations involving gauge, atmospheric pressure and absolute pressure.

I often need assistance to perform calculations involving gauge, atmospheric pressure and absolute pressure.

I have not yet provided evidence of this performance task.

6.3 perform calculations involving power and different forms of mechanical energy

I can consistently perform calculations involving power and different forms of mechanical energy.

I can usually perform calculations involving power and different forms of mechanical energy.

I sometimes need assistance to perform calculations involving power and different forms of mechanical energy.

I often need assistance to perform calculations involving power and different forms of mechanical energy.

I have not yet provided evidence of this performance task.

14 / CTS, TMT: PEN3021 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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7. solve problems involving friction

7.1 apply the laws governing the types of friction

I can consistently apply the laws governing the types of friction.

I can usually apply the laws governing the types of friction.

I sometimes need assistance to apply the laws governing the types of friction.

I often need assistance to apply the laws governing the types of friction.

I have not yet provided evidence of this performance task.

7.2 apply the coefficient of friction to problems involving forces on a horizontal plane

I can consistently apply the coefficient of friction to problems involving forces on a horizontal plane.

I can usually apply the coefficient of friction to problems involving forces on a horizontal plane.

I sometimes need assistance to apply the coefficient of friction to problems involving forces on a horizontal plane.

I often need assistance to apply the coefficient of friction to problems involving forces on a horizontal plane.

I have not yet provided evidence of this performance task.

8. explain physical properties of materials and how their behaviour is affected when external forces are applied

8.1 describe the characteristics of materials, including elasticity, stiffness, plasticity, ductility, toughness, brittleness and hardness

I can consistently describe the characteristics of materials, including elasticity, stiffness, plasticity, ductility, toughness, brittleness and hardness.

I can usually describe the characteristics of materials, including elasticity, stiffness, plasticity, ductility, toughness, brittleness and hardness.

I sometimes need assistance to describe the characteristics of materials, including elasticity, stiffness, plasticity, ductility, toughness, brittleness and hardness.

I often need assistance to describe the characteristics of materials, including elasticity, stiffness, plasticity, ductility, toughness, brittleness and hardness.

I have not yet provided evidence of this performance task.

8.2 calculate stress including tensile, compressive and shear stresses within rigid body members due to external loads

I can consistently calculate stress including tensile, compressive and shear stresses within rigid body members due to external loads.

I can usually calculate stress including tensile, compressive and shear stresses within rigid body members due to external loads.

I sometimes need assistance to calculate stress including tensile, compressive and shear stresses within rigid body members due to external loads.

I often need assistance to calculate stress including tensile, compressive and shear stresses within rigid body members due to external loads.

I have not yet provided evidence of this performance task.

8.3 calculate the strain of members under load

I can consistently calculate the strain of members under load.

I can usually calculate the strain of members under load.

I sometimes need assistance to calculate the strain of members under load.

I often need assistance to calculate the strain of members under load.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3021 / 15© Alberta Education, Alberta, Canada revised 2018

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9. perform calculations pertaining to common power transmission systems

9.1 calculate pulley speeds, transmitted power and efficiency of belt drive systems

I can consistently calculate pulley speeds, transmitted power and efficiency of belt drive systems.

I can usually calculate pulley speeds, transmitted power and efficiency of belt drive systems.

I sometimes need assistance to calculate pulley speeds, transmitted power and efficiency of belt drive systems.

I often need assistance to calculate pulley speeds, transmitted power and efficiency of belt drive systems.

I have not yet provided evidence of this performance task.

9.2 calculate gear speeds for gear and chain drive systems

I can consistently calculate gear speeds for gear and chain drive systems.

I can usually calculate gear speeds for gear and chain drive systems.

I sometimes need assistance to calculate gear speeds for gear and chain drive systems.

I often need assistance to calculate gear speeds for gear and chain drive systems.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

16 / CTS, TMT: PEN3021 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3022: CHEMISTRY AND THERMODYNAMICS

Level: Advanced

Prerequisite: None

Description: Students will be able to describe and define physical and chemical systems and explain how atoms and molecules combine to form compounds, mixtures and solutions. They will be able to apply thermodynamic principles to determine the state of a working fluid and describe how its properties (e.g., temperature, pressure, specific volume and enthalpy) explain its behaviour in specific processes.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated.

4th Class Power Engineering Assessment CTS, TMT: PEN3022 / 17© Alberta Education, Alberta, Canada revised 2018

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Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

18 / CTS, TMT: PEN3022 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3022: CHEMISTRY AND THERMODYNAMICS

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. identify basic types of matter, their properties and the associated chemical principles

2. explain the principles and laws of thermodynamics

3. explain the modes of heat transfer and the theory of heat-exchanger operation

4. apply the thermodynamic principles through practical applications using the steam tables and the temperature-enthalpy chart

Teacher Signature Date

4th Class Power Engineering Assessment CTS, TMT: PEN3022 / 19© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3022: CHEMISTRY AND THERMODYNAMICS

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. identify basic types of matter, their properties and the associated chemical principles

1.1 differentiate among the physical states of matter

I can consistently differentiate among the physical states of matter.

I can usually differentiate among the physical states of matter.

I sometimes need assistance to differentiate among the physical states of matter.

I often need assistance to differentiate among the physical states of matter.

I have not yet provided evidence of this performance task.

1.2 differentiate between chemical and physical changes in matter

I can consistently differentiate between chemical and physical changes in matter.

I can usually differentiate between chemical and physical changes in matter.

I sometimes need assistance to differentiate between chemical and physical changes in matter.

I often need assistance to differentiate between chemical and physical changes in matter.

I have not yet provided evidence of this performance task.

1.3 classify matter as either a type of mixture or a pure substance

I can consistently classify matter as either a type of mixture or a pure substance.

I can usually classify matter as either a type of mixture or a pure substance.

I sometimes need assistance to classify matter as either a type of mixture or a pure substance.

I often need assistance to classify matter as either a type of mixture or a pure substance.

I have not yet provided evidence of this performance task.

1.4 describe the purpose and uses of the periodic table using the parts of an atom

I can consistently describe the purpose and uses of the periodic table using the parts of an atom.

I can usually describe the purpose and uses of the periodic table using the parts of an atom.

I sometimes need assistance to describe the purpose and uses of the periodic table using the parts of an atom.

I often need assistance to describe the purpose and uses of the periodic table using the parts of an atom.

I have not yet provided evidence of this performance task.

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1.5 describe the three main ways atoms bond together: covalent, ionic and metallic bonding

I can consistently describe the three main ways atoms bond together: covalent, ionic and metallic bonding.

I can usually describe the three main ways atoms bond together: covalent, ionic and metallic bonding.

I sometimes need assistance to describe the three main ways atoms bond together: covalent, ionic and metallic bonding.

I often need assistance to describe the three main ways atoms bond together: covalent, ionic and metallic bonding.

I have not yet provided evidence of this performance task.

1.6 discuss chemical equations and their purpose

I can consistently discuss chemical equations and their purpose.

I can usually discuss chemical equations and their purpose.

I sometimes need assistance to discuss chemical equations and their purpose.

I often need assistance to discuss chemical equations and their purpose.

I have not yet provided evidence of this performance task.

1.7 perform simple stoichiometric calculations

I can consistently perform simple stoichiometric calculations.

I can usually perform simple stoichiometric calculations.

I sometimes need assistance to perform simple stoichiometric calculations.

I often need assistance to perform simple stoichiometric calculations.

I have not yet provided evidence of this performance task.

1.8 demonstrate how unstable compounds are combined to make stable compounds

I can consistently demonstrate how unstable compounds are combined to make stable compounds.

I can usually demonstrate how unstable compounds are combined to make stable compounds.

I sometimes need assistance to demonstrate how unstable compounds are combined to make stable compounds.

I often need assistance to demonstrate how unstable compounds are combined to make stable compounds.

I have not yet provided evidence of this performance task.

2. explain the principles and laws of thermodynamics

2.1 define the first two laws of thermodynamics

I can consistently define the first two laws of thermodynamics.

I can usually define the first two laws of thermodynamics.

I sometimes need assistance to define the first two laws of thermodynamics.

I often need assistance to define the first two laws of thermodynamics.

I have not yet provided evidence of this performance task.

2.2 define heat and specific heat

I can consistently define heat and specific heat.

I can usually define heat and specific heat.

I sometimes need assistance to define heat and specific heat.

I often need assistance to define heat and specific heat.

I have not yet provided evidence of this performance task.

2.3 perform sensible heat calculations

I can consistently perform sensible heat calculations.

I can usually perform sensible heat calculations.

I sometimes need assistance to perform sensible heat calculations.

I often need assistance to perform sensible heat calculations.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3022 / 21© Alberta Education, Alberta, Canada revised 2018

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2.4 describe the expansion of solids and liquids

I can consistently describe the expansion of solids and liquids.

I can usually describe the expansion of solids and liquids.

I sometimes need assistance to describe the expansion of solids and liquids.

I often need assistance to describe the expansion of solids and liquids.

I have not yet provided evidence of this performance task.

3. explain the modes of heat transfer and the theory of heat-exchanger operation

3.1 describe the three modes of heat transfer with reference to heat exchangers

I can consistently describe the three modes of heat transfer with reference to heat exchangers.

I can usually describe the three modes of heat transfer with reference to heat exchangers.

I sometimes need assistance to describe the three modes of heat transfer with reference to heat exchangers.

I often need assistance to describe the three modes of heat transfer with reference to heat exchangers.

I have not yet provided evidence of this performance task.

3.2 discuss the general design and construction of typical heat exchangers

I can consistently discuss the general design and construction of typical heat exchangers.

I can usually discuss the general design and construction of typical heat exchangers.

I sometimes need assistance to discuss the general design and construction of typical heat exchangers.

I often need assistance to discuss the general design and construction of typical heat exchangers.

I have not yet provided evidence of this performance task.

3.3 describe heat transfer fluids and how they affect the operation of a heat exchanger, including fouling, leakage and vapour locking

I can consistently describe heat transfer fluids and how they affect the operation of a heat exchanger, including fouling, leakage and vapour locking.

I can usually describe heat transfer fluids and how they affect the operation of a heat exchanger, including fouling, leakage and vapour locking.

I sometimes need assistance to describe heat transfer fluids and how they affect the operation of a heat exchanger, including fouling, leakage and vapour locking.

I often need assistance to describe heat transfer fluids and how they affect the operation of a heat exchanger, including fouling, leakage and vapour locking.

I have not yet provided evidence of this performance task.

3.4 describe heat-exchanger inspection, maintenance and operation, including placing heat exchangers in service and removing them from service

I can consistently describe heat-exchanger inspection, maintenance and operation, including placing heat exchangers in service and removing them from service.

I can usually describe heat-exchanger inspection, maintenance and operation, including placing heat exchangers in service and removing them from service.

I sometimes need assistance to describe heat-exchanger inspection, maintenance and operation, including placing heat exchangers in service and removing them from service.

I often need assistance to describe heat-exchanger inspection, maintenance and operation, including placing heat exchangers in service and removing them from service.

I have not yet provided evidence of this performance task.

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4. apply the thermodynamic principles through practical applications using the steam tables and the temperature-enthalpy chart

4.1 describe heat as it relates to steam, water and ice

I can consistently describe heat as it relates to steam, water and ice.

I can usually describe heat as it relates to steam, water and ice.

I sometimes need assistance to describe heat as it relates to steam, water and ice.

I often need assistance to describe heat as it relates to steam, water and ice.

I have not yet provided evidence of this performance task.

4.2 explain the various columns of the steam tables

I can consistently explain the various columns of the steam tables.

I can usually explain the various columns of the steam tables.

I sometimes need assistance to explain the various columns of the steam tables.

I often need assistance to explain the various columns of the steam tables.

I have not yet provided evidence of this performance task.

4.3 explain the thermodynamic principles of steam, using the steam tables

I can consistently explain the thermodynamic principles of steam, using the steam tables.

I can usually explain the thermodynamic principles of steam, using the steam tables.

I sometimes need assistance to explain the thermodynamic principles of steam, using the steam tables.

I often need assistance to explain the thermodynamic principles of steam, using the steam tables.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

4th Class Power Engineering Assessment CTS, TMT: PEN3022 / 23© Alberta Education, Alberta, Canada revised 2018

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3023: POWER ENGINEERING GOVERNANCE

Level: Advanced

Prerequisite: None

Description: Students will be able to describe the profession of the power engineer and the importance of jurisdictional regulations, codes and standards.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

24 / CTS, TMT: PEN3023 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3023: POWER ENGINEERING GOVERNANCE

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. describe the power engineer profession

2. describe the application of jurisdictional acts and regulations with respect to power engineers, boilers and pressure vessels

3. describe the purpose of boiler and pressure vessel codes and standards

Teacher Signature Date

4th Class Power Engineering Assessment CTS, TMT: PEN3023 / 25© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3023: POWER ENGINEERING GOVERNANCE

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. describe the power engineer profession

1.1 describe steam, its uses and the basic steam cycle

I can consistently describe steam, its uses and the basic steam cycle.

I can usually describe steam, its uses and the basic steam cycle.

I sometimes need assistance to describe steam, its uses and the basic steam cycle.

I often need assistance to describe steam, its uses and the basic steam cycle.

I have not yet provided evidence of this performance task.

1.2 describe the role and duties of a power engineer

I can consistently describe the role and duties of a power engineer.

I can usually describe the role and duties of a power engineer.

I sometimes need assistance to describe the role and duties of a power engineer.

I often need assistance to describe the role and duties of a power engineer.

I have not yet provided evidence of this performance task.

1.3 describe how shift work affects sleep patterns, diet and overall health

I can consistently describe how shift work affects sleep patterns, diet and overall health.

I can usually describe how shift work affects sleep patterns, diet and overall health.

I sometimes need assistance to describe how shift work affects sleep patterns, diet and overall health.

I often need assistance to describe how shift work affects sleep patterns, diet and overall health.

I have not yet provided evidence of this performance task.

2. describe the application of jurisdictional acts and regulations with respect to power engineers, boilers and pressure vessels

2.1 describe how the power engineering profession is regulated in Canada

I can consistently describe how the power engineering profession is regulated in Canada.

I can usually describe how the power engineering profession is regulated in Canada.

I sometimes need assistance to describe how the power engineering profession is regulated in Canada.

I often need assistance to describe how the power engineering profession is regulated in Canada.

I have not yet provided evidence of this performance task.

26 / CTS, TMT: PEN3023 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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2.2 explain the purpose and scope of jurisdictional acts and regulations pertaining to power engineering and pressure equipment

I can consistently explain the purpose and scope of jurisdictional acts and regulations pertaining to power engineering and pressure equipment.

I can usually explain the purpose and scope of jurisdictional acts and regulations pertaining to power engineering and pressure equipment.

I sometimes need assistance to explain the purpose and scope of jurisdictional acts and regulations pertaining to power engineering and pressure equipment.

I often need assistance to explain the purpose and scope of jurisdictional acts and regulations pertaining to power engineering and pressure equipment.

I have not yet provided evidence of this performance task.

2.3 explain the purpose and intent of the regulations governing power engineers and pressure welders

I can consistently explain the purpose and intent of the regulations governing power engineers and pressure welders.

I can usually explain the purpose and intent of the regulations governing power engineers and pressure welders.

I sometimes need assistance to explain the purpose and intent of the regulations governing power engineers and pressure welders.

I often need assistance to explain the purpose and intent of the regulations governing power engineers and pressure welders.

I have not yet provided evidence of this performance task.

3. describe the purpose of boiler and pressure vessel codes and standards

3.1 discuss the history of how codes and standards became necessary in the pressure-equipment field

I can consistently discuss the history of how codes and standards became necessary in the pressure-equipment field.

I can usually discuss the history of how codes and standards became necessary in the pressure-equipment field.

I sometimes need assistance to discuss the history of how codes and standards became necessary in the pressure-equipment field.

I often need assistance to discuss the history of how codes and standards became necessary in the pressure-equipment field.

I have not yet provided evidence of this performance task.

3.2 explain the content and use of the CSA B51 Boiler, Pressure Vessel, and Pressure Piping Code

I can consistently explain the content and use of the CSA B51.

I can usually explain the content and use of the CSA B51.

I sometimes need assistance to explain the content and use of the CSA B51.

I often need assistance to explain the content and use of the CSA B51.

I have not yet provided evidence of this performance task.

3.3 explain the content and use of the CSA B52 Mechanical Refrigeration Code

I can consistently explain the content and use of the CSA B52.

I can usually explain the content and use of the CSA B52.

I sometimes need assistance to explain the content and use of the CSA B52.

I often need assistance to explain the content and use of the CSA B52.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3023 / 27© Alberta Education, Alberta, Canada revised 2018

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3.4 explain the content and use of ASME Boiler and Pressure Vessel Code (ASME BPVC) Section I—Power Boilers

I can consistently explain the content and use of ASME BPVC Section I.

I can usually explain the content and use of ASME BPVC Section I.

I sometimes need assistance to explain the content and use of ASME BPVC Section I.

I often need assistance to explain the content and use of ASME BPVC Section I.

I have not yet provided evidence of this performance task.

3.5 explain the content and use of ASME BPVC Section VII—Recommended Guidelines for the Care of Power Boilers

I can consistently explain the content and use of ASME BPVC Section VII.

I can usually explain the content and use of ASME BPVC Section VII.

I sometimes need assistance to explain the content and use of ASME BPVC Section VII.

I often need assistance to explain the content and use of ASME BPVC Section VII.

I have not yet provided evidence of this performance task.

3.6 explain the content and use of ASME BPVC Section IV—Rules for Construction of Heating Boilers

I can consistently explain the content and use of ASME BPVC Section IV.

I can usually explain the content and use of ASME BPVC Section IV.

I sometimes need assistance to explain the content and use of ASME BPVC Section IV.

I often need assistance to explain the content and use of ASME BPVC Section IV.

I have not yet provided evidence of this performance task.

3.7 explain the content and use of ASME BPVC Section VI—Recommended Rules for the Care and Operation of Heating Boilers

I can consistently explain the content and use of ASME BPVC Section VI.

I can usually explain the content and use of ASME BPVC Section VI.

I sometimes need assistance to explain the content and use of ASME BPVC Section VI.

I often need assistance to explain the content and use of ASME BPVC Section VI.

I have not yet provided evidence of this performance task.

3.8 explain the purpose, intent and limitation of ASME CSD-1 (Controls and Safety Devices for Automatically Fired Boilers) Standard

I can consistently explain the purpose, intent and limitation of ASME CSD-1 (Controls and Safety Devices for Automatically Fired Boilers) Standard.

I can usually explain the purpose, intent and limitation of ASME CSD-1 (Controls and Safety Devices for Automatically Fired Boilers) Standard.

I sometimes need assistance to explain the purpose, intent and limitation of ASME CSD-1 (Controls and Safety Devices for Automatically Fired Boilers) Standard.

I often need assistance to explain the purpose, intent and limitation of ASME CSD-1 (Controls and Safety Devices for Automatically Fired Boilers) Standard.

I have not yet provided evidence of this performance task.

Teacher feedback and

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assessment.

4th Class Power Engineering Assessment CTS, TMT: PEN3023 / 29© Alberta Education, Alberta, Canada revised 2018

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3024: PLANT AND FIRE SAFETY

Level: Advanced

Prerequisite: None

Description: Students will be able to describe the elements of maintaining a safe work environment, including fire safety and using and maintaining fire extinguishing equipment.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

30 / CTS, TMT: PEN3024 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3024: PLANT AND FIRE SAFETY

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. describe general plant safety as it relates to power engineers

2. describe common safety programs generally applied in plants

3. describe the policies and procedures for safe storage and handling of dangerous materials

4. explain fire safety in an industrial plant

5. describe typical fire extinguishing equipment and its operation in plant environments

Teacher Signature Date

4th Class Power Engineering Assessment CTS, TMT: PEN3024 / 31© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3024: PLANT AND FIRE SAFETY

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. describe general plant safety as it relates to power engineers

1.1 discuss the cost and effects of workplace accidents

I can consistently discuss the cost and effects of workplace accidents.

I can usually discuss the cost and effects of workplace accidents.

I sometimes need assistance to discuss the cost and effects of workplace accidents.

I often need assistance to discuss the cost and effects of workplace accidents.

I have not yet provided evidence of this performance task.

1.2 describe the basic hazards that may be in an energy plant and the basic personal protective equipment that may be required

I can consistently describe the basic hazards that may be in an energy plant and the basic PPE that may be required.

I can usually describe the basic hazards that may be in an energy plant and the basic PPE that may be required.

I sometimes need assistance to describe the basic hazards that may be in an energy plant and the basic PPE that may be required.

I often need assistance to describe the basic hazards that may be in an energy plant and the basic PPE that may be required.

I have not yet provided evidence of this performance task.

1.3 define, give examples of and describe common powerhouse hazards

I can consistently define, give examples of and describe common powerhouse hazards.

I can usually define, give examples of and describe common powerhouse hazards.

I sometimes need assistance to define, give examples of and describe common powerhouse hazards.

I often need assistance to define, give examples of and describe common powerhouse hazards.

I have not yet provided evidence of this performance task.

1.4 describe industrial health and safety management systems

I can consistently describe industrial health and safety management systems.

I can usually describe industrial health and safety management systems.

I sometimes need assistance to describe industrial health and safety management systems.

I often need assistance to describe industrial health and safety management systems.

I have not yet provided evidence of this performance task.

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1.5 describe hazard assessment and control programs

I can consistently describe hazard assessment and control programs.

I can usually describe hazard assessment and control programs.

I sometimes need assistance to describe hazard assessment and control programs.

I often need assistance to describe hazard assessment and control programs.

I have not yet provided evidence of this performance task.

2. describe common safety programs generally applied in plantsv

2.1 describe common occupational health and safety (OH&S) programs found in most plants

I can consistently describe common OH&S programs found in most plants.

I can usually describe common OH&S programs found in most plants.

I sometimes need assistance to describe common OH&S programs found in most plants.

I often need assistance to describe common OH&S programs found in most plants.

I have not yet provided evidence of this performance task.

2.2 describe industrial safety training programs in which power engineers may require additional training

I can consistently describe industrial safety training programs in which power engineers may require additional training.

I can usually describe industrial safety training programs in which power engineers may require additional training.

I sometimes need assistance to describe industrial safety training programs in which power engineers may require additional training.

I often need assistance to describe industrial safety training programs in which power engineers may require additional training.

I have not yet provided evidence of this performance task.

2.3 discuss safe work permits I can consistently discuss safe work permits.

I can usually discuss safe work permits.

I sometimes need assistance to discuss safe work permits.

I often need assistance to discuss safe work permits.

I have not yet provided evidence of this performance task.

2.4 describe methods of equipment isolation and lockout

I can consistently describe methods of equipment isolation and lockout.

I can usually describe methods of equipment isolation and lockout.

I sometimes need assistance to describe methods of equipment isolation and lockout.

I often need assistance to describe methods of equipment isolation and lockout.

I have not yet provided evidence of this performance task.

3. describe the policies and procedures for safe storage and handling of dangerous materials

3.1 discuss the WHMIS system

I can consistently discuss the WHMIS system.

I can usually discuss the WHMIS system.

I sometimes need assistance to discuss the WHMIS system.

I often need assistance to discuss the WHMIS system.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3024 / 33© Alberta Education, Alberta, Canada revised 2018

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3.2 discuss the essential components required in the WHMIS system

I can consistently discuss the essential components required in the WHMIS system.

I can usually discuss the essential components required in the WHMIS system.

I sometimes need assistance to discuss the essential components required in the WHMIS system.

I often need assistance to discuss the essential components required in the WHMIS system.

I have not yet provided evidence of this performance task.

3.3 describe the safe handling and use of gas cylinders in an energy plant (power plant)

I can consistently describe the safe handling and use of gas cylinders in an energy plant (power plant).

I can usually describe the safe handling and use of gas cylinders in an energy plant (power plant).

I sometimes need assistance to describe the safe handling and use of gas cylinders in an energy plant (power plant).

I often need assistance to describe the safe handling and use of gas cylinders in an energy plant (power plant).

I have not yet provided evidence of this performance task.

3.4 discuss the safe handling of hydrocarbons

I can consistently discuss the safe handling of hydrocarbons.

I can usually discuss the safe handling of hydrocarbons.

I sometimes need assistance to discuss the safe handling of hydrocarbons.

I often need assistance to discuss the safe handling of hydrocarbons.

I have not yet provided evidence of this performance task.

4. explain fire safety in an industrial plant

4.1 discuss the theory, terminology and the life safety issues associated with fires

I can consistently discuss the theory, terminology and the life safety issues associated with fires.

I can usually discuss the theory, terminology and the life safety issues associated with fires.

I sometimes need assistance to discuss the theory, terminology and the life safety issues associated with fires.

I often need assistance to discuss the theory, terminology and the life safety issues associated with fires.

I have not yet provided evidence of this performance task.

4.2 explain the five classes of fires and describe the types of fire extinguishing media and how they act on these fires

I can consistently explain the five classes of fires and describe the types of fire extinguishing media and how they act on these fires.

I can usually explain the five classes of fires and describe the types of fire extinguishing media and how they act on these fires.

I sometimes need assistance to explain the five classes of fires and describe the types of fire extinguishing media and how they act on these fires.

I often need assistance to explain the five classes of fires and describe the types of fire extinguishing media and how they act on these fires.

I have not yet provided evidence of this performance task.

4.3 explain fire prevention methods for the five classes of fires

I can consistently explain fire prevention methods for the five classes of fires.

I can usually explain fire prevention methods for the five classes of fires.

I sometimes need assistance to explain fire prevention methods for the five classes of fires.

I often need assistance to explain fire prevention methods for the five classes of fires.

I have not yet provided evidence of this performance task.

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5. describe typical fire extinguishing equipment and its operation in plant environments

5.1 describe the construction and operation of various types of portable fire extinguishers

I can consistently describe the construction and operation of various types of portable fire extinguishers.

I can usually describe the construction and operation of various types of portable fire extinguishers.

I sometimes need assistance to describe the construction and operation of various types of portable fire extinguishers.

I often need assistance to describe the construction and operation of various types of portable fire extinguishers.

I have not yet provided evidence of this performance task.

5.2 discuss the inspection and maintenance requirements for portable fire extinguishers

I can consistently discuss the inspection and maintenance requirements for portable fire extinguishers.

I can usually discuss the inspection and maintenance requirements for portable fire extinguishers.

I sometimes need assistance to discuss the inspection and maintenance requirements for portable fire extinguishers.

I often need assistance to discuss the inspection and maintenance requirements for portable fire extinguishers.

I have not yet provided evidence of this performance task.

5.3 describe the types, layout and operation of standpipe and sprinkler systems

I can consistently describe the types, layout and operation of standpipe and sprinkler systems.

I can usually describe the types, layout and operation of standpipe and sprinkler systems.

I sometimes need assistance to describe the types, layout and operation of standpipe and sprinkler systems.

I often need assistance to describe the types, layout and operation of standpipe and sprinkler systems.

I have not yet provided evidence of this performance task.

5.4 discuss the maintenance requirements of standpipe and sprinkler system components

I can consistently discuss the maintenance requirements of standpipe and sprinkler system components.

I can usually discuss the maintenance requirements of standpipe and sprinkler system components.

I sometimes need assistance to discuss the maintenance requirements of standpipe and sprinkler system components.

I often need assistance to discuss the maintenance requirements of standpipe and sprinkler system components.

I have not yet provided evidence of this performance task.

5.5 describe the purpose, operation and maintenance of fire pumps

I can consistently describe the purpose, operation and maintenance of fire pumps.

I can usually describe the purpose, operation and maintenance of fire pumps.

I sometimes need assistance to describe the purpose, operation and maintenance of fire pumps.

I often need assistance to describe the purpose, operation and maintenance of fire pumps.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

4th Class Power Engineering Assessment CTS, TMT: PEN3024 / 35© Alberta Education, Alberta, Canada revised 2018

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36 / CTS, TMT: PEN3024 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3025: ENVIRONMENTAL IMPACT

Level: Advanced

Prerequisite: None

Description: Students will be able to identify environmental considerations for reducing or eliminating energy plant emissions.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3025 / 37© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3025: ENVIRONMENTAL IMPACT

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. identify environmental considerations and how they relate to an operating plant

2. explain how gas and noise emissions affect plant operations

3. explain how liquid and solid emissions affect plant operation

Teacher Signature Date

38 / CTS, TMT: PEN3025 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3025: ENVIRONMENTAL IMPACT

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. identify environmental considerations and how they relate to an operating plant

1.1 describe four important biogeochemical cycles that operate within the environment: oxygen, water, carbon and soil cycles

I can consistently describe four important biogeochemical cycles that operate within the environment: oxygen, water, carbon and soil cycles.

I can usually describe four important biogeochemical cycles that operate within the environment: oxygen, water, carbon and soil cycles.

I sometimes need assistance to describe four important biogeochemical cycles that operate within the environment: oxygen, water, carbon and soil cycles.

I often need assistance to describe four important biogeochemical cycles that operate within the environment: oxygen, water, carbon and soil cycles.

I have not yet provided evidence of this performance task.

1.2 describe typical interdependencies seen among elements within an ecosystem

I can consistently describe typical interdependencies seen among elements within an ecosystem.

I can usually describe typical interdependencies seen among elements within an ecosystem.

I sometimes need assistance to describe typical interdependencies seen among elements within an ecosystem.

I often need assistance to describe typical interdependencies seen among elements within an ecosystem.

I have not yet provided evidence of this performance task.

1.3 list the types of impacts that operating facilities can have on the environment

I can consistently list the types of impacts that operating facilities can have on the environment.

I can usually list the types of impacts that operating facilities can have on the environment.

I sometimes need assistance to list the types of impacts that operating facilities can have on the environment.

I often need assistance to list the types of impacts that operating facilities can have on the environment.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3025 / 39© Alberta Education, Alberta, Canada revised 2018

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1.4 describe the alert processes related to environmental problems of plants

I can consistently describe the alert processes related to environmental problems of plants.

I can usually describe the alert processes related to environmental problems of plants.

I sometimes need assistance to describe the alert processes related to environmental problems of plants.

I often need assistance to describe the alert processes related to environmental problems of plants.

I have not yet provided evidence of this performance task.

1.5 explain the importance of attitude in limiting the environmental impacts of plants

I can consistently explain the importance of attitude in limiting the environmental impacts of plants.

I can usually explain the importance of attitude in limiting the environmental impacts of plants.

I sometimes need assistance to explain the importance of attitude in limiting the environmental impacts of plants.

I often need assistance to explain the importance of attitude in limiting the environmental impacts of plants.

I have not yet provided evidence of this performance task.

1.6 describe the long-term environmental impacts that remain after the decommissioning and abandonment of plants

I can consistently describe the long-term environmental impacts that remain after the decommissioning and abandonment of plants.

I can usually describe the long-term environmental impacts that remain after the decommissioning and abandonment of plants.

I sometimes need assistance to describe the long-term environmental impacts that remain after the decommissioning and abandonment of plants.

I often need assistance to describe the long-term environmental impacts that remain after the decommissioning and abandonment of plants.

I have not yet provided evidence of this performance task.

2. explain how gas and noise emissions affect plant operations

2.1 identify the sources and effects of common gases and vapours that have an adverse environmental impact

I can consistently identify the sources and effects of common gases and vapours that have an adverse environmental impact.

I can usually identify the sources and effects of common gases and vapours that have an adverse environmental impact.

I sometimes need assistance to identify the sources and effects of common gases and vapours that have an adverse environmental impact.

I often need assistance to identify the sources and effects of common gases and vapours that have an adverse environmental impact.

I have not yet provided evidence of this performance task.

2.2 identify the common greenhouse- and acid-rain-causing gases and describe their effects

I can consistently identify the common greenhouse- and acid-rain-causing gases and describe their effects.

I can usually identify the common greenhouse- and acid-rain-causing gases and describe their effects.

I sometimes need assistance to identify the common greenhouse- and acid-rain-causing gases and describe their effects.

I often need assistance to identify the common greenhouse- and acid-rain-causing gases and describe their effects.

I have not yet provided evidence of this performance task.

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2.3 describe the common methods for monitoring and reducing gaseous pollutants

I can consistently describe the common methods for monitoring and reducing gaseous pollutants.

I can usually describe the common methods for monitoring and reducing gaseous pollutants.

I sometimes need assistance to describe the common methods for monitoring and reducing gaseous pollutants.

I often need assistance to describe the common methods for monitoring and reducing gaseous pollutants.

I have not yet provided evidence of this performance task.

2.4 describe the effects of noise pollution and methods of identifying, measuring and controlling noise pollution

I can consistently describe the effects of noise pollution and methods of identifying, measuring and controlling noise pollution.

I can usually describe the effects of noise pollution and methods of identifying, measuring and controlling noise pollution.

I sometimes need assistance to describe the effects of noise pollution and methods of identifying, measuring and controlling noise pollution.

I often need assistance to describe the effects of noise pollution and methods of identifying, measuring and controlling noise pollution.

I have not yet provided evidence of this performance task.

3. explain how liquid and solid emissions affect plant operation

3.1 describe the sources and effects of solid pollutants from energy plants

I can consistently describe the sources and effects of solid pollutants from energy plants.

I can usually describe the sources and effects of solid pollutants from energy plants.

I sometimes need assistance to describe the sources and effects of solid pollutants from energy plants.

I often need assistance to describe the sources and effects of solid pollutants from energy plants.

I have not yet provided evidence of this performance task.

3.2 describe the theory of operation of separators/collectors and monitoring of flue-gas particulates

I can consistently describe the theory of operation of separators/collectors and monitoring of flue-gas particulates.

I can usually describe the theory of operation of separators/collectors and monitoring of flue-gas particulates.

I sometimes need assistance to describe the theory of operation of separators/collectors and monitoring of flue-gas particulates.

I often need assistance to describe the theory of operation of separators/collectors and monitoring of flue-gas particulates.

I have not yet provided evidence of this performance task.

3.3 describe the disposal methods of solid waste from energy plants

I can consistently describe the disposal methods of solid waste from energy plants.

I can usually describe the disposal methods of solid waste from energy plants.

I sometimes need assistance to describe the disposal methods of solid waste from energy plants.

I often need assistance to describe the disposal methods of solid waste from energy plants.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3025 / 41© Alberta Education, Alberta, Canada revised 2018

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3.4 list sources and effects of liquid waste and thermal pollution

I can consistently list sources and effects of liquid waste and thermal pollution.

I can usually list sources and effects of liquid waste and thermal pollution.

I sometimes need assistance to list sources and effects of liquid waste and thermal pollution.

I often need assistance to list sources and effects of liquid waste and thermal pollution.

I have not yet provided evidence of this performance task.

3.5 describe the preventive measures that can be taken to prevent liquid and thermal pollution

I can consistently describe the preventive measures that can be taken to prevent liquid and thermal pollution.

I can usually describe the preventive measures that can be taken to prevent liquid and thermal pollution.

I sometimes need assistance to describe the preventive measures that can be taken to prevent liquid and thermal pollution.

I often need assistance to describe the preventive measures that can be taken to prevent liquid and thermal pollution.

I have not yet provided evidence of this performance task.

3.6 describe methods of liquid waste disposal

I can consistently describe methods of liquid waste disposal.

I can usually describe methods of liquid waste disposal.

I sometimes need assistance to describe methods of liquid waste disposal.

I often need assistance to describe methods of liquid waste disposal.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

42 / CTS, TMT: PEN3025 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3026: MATERIAL SCIENCE AND WELDING

Level: Advanced

Prerequisite: None

Description: Students will be able to describe properties of engineering materials, as well as welding processes and testing methods.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3026 / 43© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3026: MATERIAL SCIENCE AND WELDING

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. describe the mechanical properties of engineering materials

2. describe welding processes relevant to the plant and power engineering

3. describe inspection processes and testing methods for welds and materials

Teacher Signature Date

44 / CTS, TMT: PEN3026 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3026: MATERIAL SCIENCE AND WELDING

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. describe the mechanical properties of engineering materials

1.1 describe the mechanical properties of materials

I can consistently describe the mechanical properties of materials.

I can usually describe the mechanical properties of materials.

I sometimes need assistance to describe the mechanical properties of materials.

I often need assistance to describe the mechanical properties of materials.

I have not yet provided evidence of this performance task.

1.2 describe the various types of ferrous materials

I can consistently describe the various types of ferrous materials.

I can usually describe the various types of ferrous materials.

I sometimes need assistance to describe the various types of ferrous materials.

I often need assistance to describe the various types of ferrous materials.

I have not yet provided evidence of this performance task.

1.3 describe the various types of nonferrous materials

I can consistently describe the various types of nonferrous materials.

I can usually describe the various types of nonferrous materials.

I sometimes need assistance to describe the various types of nonferrous materials.

I often need assistance to describe the various types of nonferrous materials.

I have not yet provided evidence of this performance task.

2. describe welding processes relevant to the plant and power engineering

2.1 describe the non-fusion welding process, equipment used and methods

I can consistently describe the non-fusion welding process, equipment used and methods.

I can usually describe the non-fusion welding process, equipment used and methods.

I sometimes need assistance to describe the non-fusion welding process, equipment used and methods.

I often need assistance to describe the non-fusion welding process, equipment used and methods.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3026 / 45© Alberta Education, Alberta, Canada revised 2018

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2.2 describe forge and oxyfuel fusion welding processes and cutting processes

I can consistently describe forge and oxyfuel fusion welding processes and cutting processes.

I can usually describe forge and oxyfuel fusion welding processes and cutting processes.

I sometimes need assistance to describe forge and oxyfuel fusion welding processes and cutting processes.

I often need assistance to describe forge and oxyfuel fusion welding processes and cutting processes.

I have not yet provided evidence of this performance task.

2.3 describe metal arc welding processes

I can consistently describe metal arc welding processes.

I can usually describe metal arc welding processes.

I sometimes need assistance to describe metal arc welding processes.

I often need assistance to describe metal arc welding processes.

I have not yet provided evidence of this performance task.

2.4 describe heat treatment of welds

I can consistently describe heat treatment of welds.

I can usually describe heat treatment of welds.

I sometimes need assistance to describe heat treatment of welds.

I often need assistance to describe heat treatment of welds.

I have not yet provided evidence of this performance task.

2.5 describe the types of weld joints used in pressure-vessel construction

I can consistently describe the types of weld joints used in pressure-vessel construction.

I can usually describe the types of weld joints used in pressure-vessel construction.

I sometimes need assistance to describe the types of weld joints used in pressure-vessel construction.

I often need assistance to describe the types of weld joints used in pressure-vessel construction.

I have not yet provided evidence of this performance task.

2.6 describe the additional construction components required for pressure vessels to ensure structural integrity and access

I can consistently describe the additional construction components required for pressure vessels to ensure structural integrity and access.

I can usually describe the additional construction components required for pressure vessels to ensure structural integrity and access.

I sometimes need assistance to describe the additional construction components required for pressure vessels to ensure structural integrity and access.

I often need assistance to describe the additional construction components required for pressure vessels to ensure structural integrity and access.

I have not yet provided evidence of this performance task.

3. describe inspection processes and testing methods for welds and materials

3.1 describe common weld defects

I can consistently describe common weld defects.

I can usually describe common weld defects.

I sometimes need assistance to describe common weld defects.

I often need assistance to describe common weld defects.

I have not yet provided evidence of this performance task.

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3.2 describe the process of visual testing of welds

I can consistently describe the process of visual testing of welds.

I can usually describe the process of visual testing of welds.

I sometimes need assistance to describe the process of visual testing of welds.

I often need assistance to describe the process of visual testing of welds.

I have not yet provided evidence of this performance task.

3.3 describe the process of penetrant testing for detecting weld or material defects

I can consistently describe the process of penetrant testing for detecting weld or material defects.

I can usually describe the process of penetrant testing for detecting weld or material defects.

I sometimes need assistance to describe the process of penetrant testing for detecting weld or material defects.

I often need assistance to describe the process of penetrant testing for detecting weld or material defects.

I have not yet provided evidence of this performance task.

3.4 describe the process of radiographic weld testing

I can consistently describe the process of radiographic weld testing.

I can usually describe the process of radiographic weld testing.

I sometimes need assistance to describe the process of radiographic weld testing.

I often need assistance to describe the process of radiographic weld testing.

I have not yet provided evidence of this performance task.

3.5 describe the process of ultrasonic weld testing

I can consistently describe the process of ultrasonic weld testing.

I can usually describe the process of ultrasonic weld testing.

I sometimes need assistance to describe the process of ultrasonic weld testing.

I often need assistance to describe the process of ultrasonic weld testing.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

4th Class Power Engineering Assessment CTS, TMT: PEN3026 / 47© Alberta Education, Alberta, Canada revised 2018

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3027: FLUID-HANDLING TECHNOLOGY

Level: Advanced

Prerequisite: None

Description: Students will be able to describe piping materials and methods, as well as the design, use and maintenance of valves.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

48 / CTS, TMT: PEN3027 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3027: FLUID-HANDLING TECHNOLOGY

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. discuss the basic types of piping, piping connections, supports and drainage devices used in industry

2. describe the design and operation of the valves most commonly used in industry and on boilers

Teacher Signature Date

4th Class Power Engineering Assessment CTS, TMT: PEN3027 / 49© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3027: FLUID-HANDLING TECHNOLOGY

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. discuss the basic types of piping, piping connections, supports and drainage devices used in industry

1.1 state the applications for the most common materials

I can consistently state the applications for the most common materials.

I can usually state the applications for the most common materials.

I sometimes need assistance to state the applications for the most common materials.

I often need assistance to state the applications for the most common materials.

I have not yet provided evidence of this performance task.

1.2 identify the sizes of commercial pipe

I can consistently identify the sizes of commercial pipe.

I can usually identify the sizes of commercial pipe.

I sometimes need assistance to identify the sizes of commercial pipe.

I often need assistance to identify the sizes of commercial pipe.

I have not yet provided evidence of this performance task.

1.3 describe methods of connection for screwed, flanged and welded pipe

I can consistently describe methods of connection for screwed, flanged and welded pipe.

I can usually describe methods of connection for screwed, flanged and welded pipe.

I sometimes need assistance to describe methods of connection for screwed, flanged and welded pipe.

I often need assistance to describe methods of connection for screwed, flanged and welded pipe.

I have not yet provided evidence of this performance task.

1.4 identify pipefittings and their markings

I can consistently identify pipefittings and their markings.

I can usually identify pipefittings and their markings.

I sometimes need assistance to identify pipefittings and their markings.

I often need assistance to identify pipefittings and their markings.

I have not yet provided evidence of this performance task.

1.5 describe methods and devices used to allow for pipe expansion and support

I can consistently describe methods and devices used to allow for pipe expansion and support.

I can usually describe methods and devices used to allow for pipe expansion and support.

I sometimes need assistance to describe methods and devices used to allow for pipe expansion and support.

I often need assistance to describe methods and devices used to allow for pipe expansion and support.

I have not yet provided evidence of this performance task.

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1.6 explain the methods used to promote good drainage of steam pipes, including the installation and maintenance of steam traps to reduce the effects of water hammer

I can consistently explain the methods used to promote good drainage of steam pipes, including the installation and maintenance of steam traps to reduce the effects of water hammer.

I can usually explain the methods used to promote good drainage of steam pipes, including the installation and maintenance of steam traps to reduce the effects of water hammer.

I sometimes need assistance to explain the methods used to promote good drainage of steam pipes, including the installation and maintenance of steam traps to reduce the effects of water hammer.

I often need assistance to explain the methods used to promote good drainage of steam pipes, including the installation and maintenance of steam traps to reduce the effects of water hammer.

I have not yet provided evidence of this performance task.

1.7 explain the requirements, materials used and methods for insulating pipe

I can consistently explain the requirements, materials used and methods for insulating pipe.

I can usually explain the requirements, materials used and methods for insulating pipe.

I sometimes need assistance to explain the requirements, materials used and methods for insulating pipe.

I often need assistance to explain the requirements, materials used and methods for insulating pipe.

I have not yet provided evidence of this performance task.

2. describe the design and operation of the valves most commonly used in industry and on boilers

2.1 describe standard valve designs

I can consistently describe standard valve designs.

I can usually describe standard valve designs.

I sometimes need assistance to describe standard valve designs.

I often need assistance to describe standard valve designs.

I have not yet provided evidence of this performance task.

2.2 describe the design and operation of specialized boiler valves

I can consistently describe the design and operation of specialized boiler valves.

I can usually describe the design and operation of specialized boiler valves.

I sometimes need assistance to describe the design and operation of specialized boiler valves.

I often need assistance to describe the design and operation of specialized boiler valves.

I have not yet provided evidence of this performance task.

2.3 describe a typical steam pressure reducing station and the design and operation of steam system pressure-reducing valves

I can consistently describe a typical steam pressure reducing station and the design and operation of steam system pressure-reducing valves.

I can usually describe a typical steam pressure reducing station and the design and operation of steam system pressure-reducing valves.

I sometimes need assistance to describe a typical steam pressure reducing station and the design and operation of steam system pressure-reducing valves.

I often need assistance to describe a typical steam pressure reducing station and the design and operation of

steam system pressure-reducing valves.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3027 / 51© Alberta Education, Alberta, Canada revised 2018

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2.4 discuss valve details, including construction materials and identification markings

I can consistently discuss valve details, including construction materials and identification markings.

I can usually discuss valve details, including construction materials and identification markings.

I sometimes need assistance to discuss valve details, including construction materials and identification markings.

I often need assistance to discuss valve details, including construction materials and identification markings.

I have not yet provided evidence of this performance task.

2.5 describe typical valve maintenance requirements

I can consistently describe typical valve maintenance requirements.

I can usually describe typical valve maintenance requirements.

I sometimes need assistance to describe typical valve maintenance requirements.

I often need assistance to describe typical valve maintenance requirements.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

52 / CTS, TMT: PEN3027 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3028: ELECTROTECHNOLOGY

Level: Advanced

Prerequisite: None

Description: Students will be able to apply the concepts of basic electricity and magnetism to the operation of AC and DC motors, generators and transformers. Students will be able to describe the power distribution system used for power plant operation.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3028 / 53© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3028: ELECTROTECHNOLOGY

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. apply the concepts of basic electricity while performing simple calculations using voltage, current, resistance and power

2. describe the basic principles of magnetism

3. describe the operating principles of the various types of AC and DC motors and generators

4. describe the operating principles of electrical transformers

5. describe an electrical distribution system

Teacher Signature Date

54 / CTS, TMT: PEN3028 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3028: ELECTROTECHNOLOGY

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. apply the concepts of basic electricity while performing simple calculations using voltage, current, resistance and power

1.1 describe the atomic structure of matter and its relationship to electricity

I can consistently describe the atomic structure of matter and its relationship to electricity.

I can usually describe the atomic structure of matter and its relationship to electricity.

I sometimes need assistance to describe the atomic structure of matter and its relationship to electricity.

I often need assistance to describe the atomic structure of matter and its relationship to electricity.

I have not yet provided evidence of this performance task.

1.2 describe basic electrical circuits

I can consistently describe basic electrical circuits.

I can usually describe basic electrical circuits.

I sometimes need assistance to describe basic electrical circuits.

I often need assistance to describe basic electrical circuits.

I have not yet provided evidence of this performance task.

1.3 state Ohm’s Law and apply it to single resistor circuits

I can consistently state Ohm’s Law and apply it to single resistor circuits.

I can usually state Ohm’s Law and apply it to single resistor circuits.

I sometimes need assistance to state Ohm’s Law and apply it to single resistor circuits.

I often need assistance to state Ohm’s Law and apply it to single resistor circuits.

I have not yet provided evidence of this performance task.

1.4 apply Ohm’s Law to series resistance circuits

I can consistently apply Ohm’s Law to series resistance circuits.

I can usually apply Ohm’s Law to series resistance circuits.

I sometimes need assistance to apply Ohm’s Law to series resistance circuits.

I often need assistance to apply Ohm’s Law to series resistance circuits.

I have not yet provided evidence of this performance task.

1.5 apply Ohm’s Law to parallel resistance circuits

I can consistently apply Ohm’s Law to parallel resistance circuits.

I can usually apply Ohm’s Law to parallel resistance circuits.

I sometimes need assistance to apply Ohm’s Law to parallel resistance circuits.

I often need assistance to apply Ohm’s Law to parallel resistance circuits.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3028 / 55© Alberta Education, Alberta, Canada revised 2018

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1.6 explain electrical conductors and insulators using examples

I can consistently explain electrical conductors and insulators using examples.

I can usually explain electrical conductors and insulators using examples.

I sometimes need assistance to explain electrical conductors and insulators using examples.

I often need assistance to explain electrical conductors and insulators using examples.

I have not yet provided evidence of this performance task.

1.7 explain the factors that affect resistance mathematically

I can consistently explain the factors that affect resistance mathematically.

I can usually explain the factors that affect resistance mathematically.

I sometimes need assistance to explain the factors that affect resistance mathematically.

I often need assistance to explain the factors that affect resistance mathematically.

I have not yet provided evidence of this performance task.

1.8 calculate the power developed in an electrical circuit

I can consistently calculate the power developed in an electrical circuit.

I can usually calculate the power developed in an electrical circuit.

I sometimes need assistance to calculate the power developed in an electrical circuit.

I often need assistance to calculate the power developed in an electrical circuit.

I have not yet provided evidence of this performance task.

2. describe the basic principles of magnetism

2.1 describe electrical meters and their uses

I can consistently describe electrical meters and their uses.

I can usually describe electrical meters and their uses.

I sometimes need assistance to describe electrical meters and their uses.

I often need assistance to describe electrical meters and their uses.

I have not yet provided evidence of this performance task.

2.2 describe how voltage, current and resistance are measured in an electric circuit

I can consistently describe how voltage, current and resistance are measured in an electric circuit.

I can usually describe how voltage, current and resistance are measured in an electric circuit.

I sometimes need assistance to describe how voltage, current and resistance are measured in an electric circuit.

I often need assistance to describe how voltage, current and resistance are measured in an electric circuit.

I have not yet provided evidence of this performance task.

2.3 describe the construction and operation of a kilowatt hour meter

I can consistently describe the construction and operation of a kilowatt hour meter.

I can usually describe the construction and operation of a kilowatt hour meter.

I sometimes need assistance to describe the construction and operation of a kilowatt hour meter.

I often need assistance to describe the construction and operation of a kilowatt hour meter.

I have not yet provided evidence of this performance task.

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3. describe the operating principles of the various types of AC and DC motors and generators

3.1 describe the construction and operation of DC generators and motors

I can consistently describe the construction and operation of DC generators and motors.

I can usually describe the construction and operation of DC generators and motors.

I sometimes need assistance to describe the construction and operation of DC generators and motors.

I often need assistance to describe the construction and operation of DC generators and motors.

I have not yet provided evidence of this performance task.

3.2 describe the construction and operation of AC generators (alternators) and motors

I can consistently describe the construction and operation of AC generators (alternators) and motors.

I can usually describe the construction and operation of AC generators (alternators) and motors.

I sometimes need assistance to describe the construction and operation of AC generators (alternators) and motors.

I often need assistance to describe the construction and operation of AC generators (alternators) and motors.

I have not yet provided evidence of this performance task.

3.3 interpret the information on a motor nameplate

I can consistently interpret the information on a motor nameplate.

I can usually interpret the information on a motor nameplate.

I sometimes need assistance to interpret the information on a motor nameplate.

I often need assistance to interpret the information on a motor nameplate.

I have not yet provided evidence of this performance task.

3.4 perform basic calculations relating to power factor and power factor correction

I can consistently perform basic calculations relating to power factor and power factor correction.

I can usually perform basic calculations relating to power factor and power factor correction.

I sometimes need assistance to perform basic calculations relating to power factor and power factor correction.

I often need assistance to perform basic calculations relating to power factor and power factor correction.

I have not yet provided evidence of this performance task.

4. describe the operating principles of electrical transformers

4.1 describe the principle of operation of transformers

I can consistently describe the principle of operation of transformers.

I can usually describe the principle of operation of transformers.

I sometimes need assistance to describe the principle of operation of transformers.

I often need assistance to describe the principle of operation of transformers.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3028 / 57© Alberta Education, Alberta, Canada revised 2018

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4.2 perform basic transformer calculations as they relate to the construction and operation of single-phase transformers

I can consistently perform basic transformer calculations as they relate to the construction and operation of single-phase transformers.

I can usually perform basic transformer calculations as they relate to the construction and operation of single-phase transformers.

I sometimes need assistance to perform basic transformer calculations as they relate to the construction and operation of single-phase transformers.

I often need assistance to perform basic transformer calculations as they relate to the construction and operation of single-phase transformers.

I have not yet provided evidence of this performance task.

4.3 describe the construction and operation of three-phase transformers

I can consistently describe the construction and operation of three-phase transformers.

I can usually describe the construction and operation of three-phase transformers.

I sometimes need assistance to describe the construction and operation of three-phase transformers.

I often need assistance to describe the construction and operation of three-phase transformers.

I have not yet provided evidence of this performance task.

4.4 discuss special types of transformers and their applications

I can consistently discuss special types of transformers and their applications.

I can usually discuss special types of transformers and their applications.

I sometimes need assistance to discuss special types of transformers and their applications.

I often need assistance to discuss special types of transformers and their applications.

I have not yet provided evidence of this performance task.

4.5 discuss cooling, safety and maintenance of transformers

I can consistently discuss cooling, safety and maintenance of transformers.

I can usually discuss cooling, safety and maintenance of transformers.

I sometimes need assistance to discuss cooling, safety and maintenance of transformers.

I often need assistance to discuss cooling, safety and maintenance of transformers.

I have not yet provided evidence of this performance task.

5. describe an electrical distribution system

5.1 list and describe the standard types of electrical voltage systems

I can consistently list and describe the standard types of electrical voltage systems.

I can usually list and describe the standard types of electrical voltage systems.

I sometimes need assistance to list and describe the standard types of electrical voltage systems.

I often need assistance to list and describe the standard types of electrical voltage systems.

I have not yet provided evidence of this performance task.

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5.2 interpret electrical single-line diagrams and circuit symbols

I can consistently interpret electrical single-line diagrams and circuit symbols.

I can usually interpret electrical single-line diagrams and circuit symbols.

I sometimes need assistance to interpret electrical single-line diagrams and circuit symbols.

I often need assistance to interpret electrical single-line diagrams and circuit symbols.

I have not yet provided evidence of this performance task.

5.3 describe the major components of an electrical distribution system

I can consistently describe the major components of an electrical distribution system.

I can usually describe the major components of an electrical distribution system.

I sometimes need assistance to describe the major components of an electrical distribution system.

I often need assistance to describe the major components of an electrical distribution system.

I have not yet provided evidence of this performance task.

5.4 describe the function and operation of fuses and circuit breakers

I can consistently describe the function and operation of fuses and circuit breakers.

I can usually describe the function and operation of fuses and circuit breakers.

I sometimes need assistance to describe the function and operation of fuses and circuit breakers.

I often need assistance to describe the function and operation of fuses and circuit breakers.

I have not yet provided evidence of this performance task.

5.5 describe the function and operation of alternate power supply system equipment

I can consistently describe the function and operation of alternate power supply system equipment.

I can usually describe the function and operation of alternate power supply system equipment.

I sometimes need assistance to describe the function and operation of alternate power supply system equipment.

I often need assistance to describe the function and operation of alternate power supply system equipment.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

4th Class Power Engineering Assessment CTS, TMT: PEN3028 / 59© Alberta Education, Alberta, Canada revised 2018

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3029: INSTRUMENTATION AND CONTROLS

Level: Advanced

Prerequisite: None

Description: Students will be able to describe the purpose, function and operation of energy plant instrumentation systems.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

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COURSE PEN3029: INSTRUMENTATION AND CONTROLS

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. describe the overall purpose and function of plant instrumentation systems

2. describe the construction and operation of common devices used to measure pressure, level, flow, temperature, humidity and composition

3. describe the basic types and functions of transmitters, recorders, controllers and control actuators

4. describe the operation of programming controls for boilers, including applicable testing and maintenance procedures

5. describe the design and operation of electronic control systems

4th Class Power Engineering Assessment CTS, TMT: PEN3029 / 61© Alberta Education, Alberta, Canada revised 2018

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6. describe the design and operation of electrical control systems

Teacher Signature Date

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COURSE PEN3029: INSTRUMENTATION AND CONTROLS

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. describe the overall purpose and function of plant instrumentation systems

1.1 describe the concept and basic components of a control loop

I can consistently describe the concept and basic components of a control loop.

I can usually describe the concept and basic components of a control loop.

I sometimes need assistance to describe the concept and basic components of a control loop.

I often need assistance to describe the concept and basic components of a control loop.

I have not yet provided evidence of this performance task.

1.2 describe the various means by which control signals are transmitted and the function of transducers

I can consistently describe the various means by which control signals are transmitted and the function of transducers.

I can usually describe the various means by which control signals are transmitted and the function of transducers.

I sometimes need assistance to describe the various means by which control signals are transmitted and the function of transducers.

I often need assistance to describe the various means by which control signals are transmitted and the function of transducers.

I have not yet provided evidence of this performance task.

1.3 list and describe the types of instruments that are not control-loop components

I can consistently list and describe the types of instruments that are not control-loop components.

I can usually list and describe the types of instruments that are not control-loop components.

I sometimes need assistance to list and describe the types of instruments that are not control-loop components.

I often need assistance to list and describe the types of instruments that are not control-loop components.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3029 / 63© Alberta Education, Alberta, Canada revised 2018

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2. describe the construction and operation of common devices used to measure pressure, level, flow, temperature, humidity and composition

2.1 describe the types of pressure-sensing and measuring devices

I can consistently describe the types of pressure-sensing and measuring devices.

I can usually describe the types of pressure-sensing and measuring devices.

I sometimes need assistance to describe the types of pressure-sensing and measuring devices.

I often need assistance to describe the types of pressure-sensing and measuring devices.

I have not yet provided evidence of this performance task.

2.2 describe the types of level-sensing and measuring devices

I can consistently describe the types of level-sensing and measuring devices.

I can usually describe the types of level-sensing and measuring devices.

I sometimes need assistance to describe the types of level-sensing and measuring devices.

I often need assistance to describe the types of level-sensing and measuring devices.

I have not yet provided evidence of this performance task.

2.3 describe the types of flow-sensing and measuring devices

I can consistently describe the types of flow-sensing and measuring devices.

I can usually describe the types of flow-sensing and measuring devices.

I sometimes need assistance to describe the types of flow-sensing and measuring devices.

I often need assistance to describe the types of flow-sensing and measuring devices.

I have not yet provided evidence of this performance task.

2.4 describe the types of temperature-sensing and measuring devices

I can consistently describe the types of temperature-sensing and measuring devices.

I can usually describe the types of temperature-sensing and measuring devices.

I sometimes need assistance to describe the types of temperature-sensing and measuring devices.

I often need assistance to describe the types of temperature-sensing and measuring devices.

I have not yet provided evidence of this performance task.

2.5 describe the types of humidity-sensing and measuring devices

I can consistently describe the types of humidity-sensing and measuring devices.

I can usually describe the types of humidity-sensing and measuring devices.

I sometimes need assistance to describe the types of humidity-sensing and measuring devices.

I often need assistance to describe the types of humidity-sensing and measuring devices.

I have not yet provided evidence of this performance task.

2.6 describe the types of gas-sensing (composition) and measuring devices

I can consistently describe the types of gas-sensing (composition) and measuring devices.

I can usually describe the types of gas-sensing (composition) and measuring devices.

I sometimes need assistance to describe the types of gas-sensing (composition) and measuring devices.

I often need assistance to describe the types of gas-sensing (composition) and measuring devices.

I have not yet provided evidence of this performance task.

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3. describe the basic types and functions of transmitters, recorders, controllers and control actuators

3.1 describe the construction and operational principles of instrumentation transmitters

I can consistently describe the construction and operational principles of instrumentation transmitters.

I can usually describe the construction and operational principles of instrumentation transmitters.

I sometimes need assistance to describe the construction and operational principles of instrumentation transmitters.

I often need assistance to describe the construction and operational principles of instrumentation transmitters.

I have not yet provided evidence of this performance task.

3.2 describe the construction and operational principles of instrumentation indicators and recorders

I can consistently describe the construction and operational principles of instrumentation indicators and recorders.

I can usually describe the construction and operational principles of instrumentation indicators and recorders.

I sometimes need assistance to describe the construction and operational principles of instrumentation indicators and recorders.

I often need assistance to describe the construction and operational principles of instrumentation indicators and recorders.

I have not yet provided evidence of this performance task.

3.3 describe the construction and operational principles of instrumentation controllers

I can consistently describe the construction and operational principles of instrumentation controllers.

I can usually describe the construction and operational principles of instrumentation controllers.

I sometimes need assistance to describe the construction and operational principles of instrumentation controllers.

I often need assistance to describe the construction and operational principles of instrumentation controllers.

I have not yet provided evidence of this performance task.

3.4 describe the construction and operational principles of final control elements

I can consistently describe the construction and operational principles of final control elements.

I can usually describe the construction and operational principles of final control elements.

I sometimes need assistance to describe the construction and operational principles of final control elements.

I often need assistance to describe the construction and operational principles of final control elements.

I have not yet provided evidence of this performance task.

4. describe the operation of programming controls for boilers, including applicable testing and maintenance procedures

4.1 discuss how programmable controllers work and how they act as sequencers for equipment

I can consistently discuss how programmable controllers work and how they act as sequencers for equipment.

I can usually discuss how programmable controllers work and how they act as sequencers for equipment.

I sometimes need assistance to discuss how programmable controllers work and how they act as sequencers for equipment.

I often need assistance to discuss how programmable controllers work and how they act as sequencers for equipment.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3029 / 65© Alberta Education, Alberta, Canada revised 2018

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4.2 describe applications of programmable controllers

I can consistently describe applications of programmable controllers.

I can usually describe applications of programmable controllers.

I sometimes need assistance to describe applications of programmable controllers.

I often need assistance to describe applications of programmable controllers.

I have not yet provided evidence of this performance task.

4.3 explain the HMI (human-machine interface) and the purpose of touchscreen displays, functions and alarm-handling

I can consistently explain the HMI and the purpose of touchscreen displays, functions and alarm-handling.

I can usually explain the HMI and the purpose of touchscreen displays, functions and alarm-handling.

I sometimes need assistance to explain the HMI and the purpose of touchscreen displays, functions and alarm-handling.

I often need assistance to explain the HMI and the purpose of touchscreen displays, functions and alarm-handling.

I have not yet provided evidence of this performance task.

5. describe the design and operation of electronic control systems

5.1 discuss electronic process control systems

I can consistently discuss electronic process control systems.

I can usually discuss electronic process control systems.

I sometimes need assistance to discuss electronic process control systems.

I often need assistance to discuss electronic process control systems.

I have not yet provided evidence of this performance task.

5.2 describe computers and how they operate within control systems

I can consistently describe computers and how they operate within control systems.

I can usually describe computers and how they operate within control systems.

I sometimes need assistance to describe computers and how they operate within control systems.

I often need assistance to describe computers and how they operate within control systems.

I have not yet provided evidence of this performance task.

5.3 describe the applications of computerized control systems and plant computers

I can consistently describe the applications of computerized control systems and plant computers.

I can usually describe the applications of computerized control systems and plant computers.

I sometimes need assistance to describe the applications of computerized control systems and plant computers.

I often need assistance to describe the applications of computerized control systems and plant computers.

I have not yet provided evidence of this performance task.

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6. describe the design and operation of electrical control systems

6.1 describe the basic construction and operation of various components of electrical control systems

I can consistently describe the basic construction and operation of various components of electrical control systems.

I can usually describe the basic construction and operation of various components of electrical control systems.

I sometimes need assistance to describe the basic construction and operation of various components of electrical control systems.

I often need assistance to describe the basic construction and operation of various components of electrical control systems.

I have not yet provided evidence of this performance task.

6.2 describe the function of control devices in electrical control systems

I can consistently describe the function of control devices in electrical control systems.

I can usually describe the function of control devices in electrical control systems.

I sometimes need assistance to describe the function of control devices in electrical control systems.

I often need assistance to describe the function of control devices in electrical control systems.

I have not yet provided evidence of this performance task.

6.3 explain the operating sequence of basic electrical control circuits

I can consistently explain the operating sequence of basic electrical control circuits.

I can usually explain the operating sequence of basic electrical control circuits.

I sometimes need assistance to explain the operating sequence of basic electrical control circuits.

I often need assistance to explain the operating sequence of basic electrical control circuits.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

4th Class Power Engineering Assessment CTS, TMT: PEN3029 / 67© Alberta Education, Alberta, Canada revised 2018

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3030: INDUSTRIAL COMMUNICATION

Level: Advanced

Prerequisite: None

Description: Students will be able to interpret and sketch plant drawings and diagrams.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

68 / CTS, TMT: PEN3030 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3030: INDUSTRIAL COMMUNICATION

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. create engineering equipment sketches

2. identify common types of diagrams used in plants

3. describe the types and proper usage of plant communication systems

Teacher Signature Date

4th Class Power Engineering Assessment CTS, TMT: PEN3030 / 69© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3030: INDUSTRIAL COMMUNICATION

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. create engineering equipment sketches

1.1 create sketches using centre lines and dimensioning

I can consistently create sketches using centre lines and dimensioning.

I can usually create sketches using centre lines and dimensioning.

I sometimes need assistance to create sketches using centre lines and dimensioning.

I often need assistance to create sketches using centre lines and dimensioning.

I have not yet provided evidence of this performance task.

1.2 recognize standard views of an object

I can consistently recognize standard views of an object.

I can usually recognize standard views of an object.

I sometimes need assistance to recognize standard views of an object.

I often need assistance to recognize standard views of an object.

I have not yet provided evidence of this performance task.

1.3 recognize cross-hatching methods in sectional drawings

I can consistently recognize cross-hatching methods in sectional drawings.

I can usually recognize cross-hatching methods in sectional drawings.

I sometimes need assistance to recognize cross-hatching methods in sectional drawings.

I often need assistance to recognize cross-hatching methods in sectional drawings.

I have not yet provided evidence of this performance task.

1.4 identify common drawing symbols and lines used in plant system trace drawings

I can consistently identify common drawing symbols and lines used in plant system trace drawings.

I can usually identify common drawing symbols and lines used in plant system trace drawings.

I sometimes need assistance to identify common drawing symbols and lines used in plant system trace drawings.

I often need assistance to identify common drawing symbols and lines used in plant system trace drawings.

I have not yet provided evidence of this performance task.

1.5 complete a plant trace drawing

I can consistently complete a plant trace drawing.

I can usually complete a plant trace drawing.

I sometimes need assistance to complete a plant trace drawing.

I often need assistance to complete a plant trace drawing.

I have not yet provided evidence of this performance task.

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2. identify common types of diagrams used in plants

2.1 explain the layout of a plant diagram

I can consistently explain the layout of a plant diagram.

I can usually explain the layout of a plant diagram.

I sometimes need assistance to explain the layout of a plant diagram.

I often need assistance to explain the layout of a plant diagram.

I have not yet provided evidence of this performance task.

2.2 explain the use of a process flow diagram (PFD)

I can consistently explain the use of a process flow diagram (PFD).

I can usually explain the use of a process flow diagram (PFD).

I sometimes need assistance to explain the use of a process flow diagram (PFD).

I often need assistance to explain the use of a process flow diagram (PFD).

I have not yet provided evidence of this performance task.

2.3 explain the use of a piping and instrumentation diagram (P&ID)

I can consistently explain the use of a piping and instrumentation diagram (P&ID).

I can usually explain the use of a piping and instrumentation diagram (P&ID).

I sometimes need assistance to explain the use of a piping and instrumentation diagram (P&ID).

I often need assistance to explain the use of a piping and instrumentation diagram (P&ID).

I have not yet provided evidence of this performance task.

2.4 explain the use of general arrangement, a block plan and an equipment diagram

I can consistently explain the use of general arrangement, a block plan and an equipment diagram.

I can usually explain the use of general arrangement, a block plan and an equipment diagram.

I sometimes need assistance to explain the use of general arrangement, a block plan and an equipment diagram.

I often need assistance to explain the use of general arrangement, a block plan and an equipment diagram.

I have not yet provided evidence of this performance task.

3. describe the types and proper usage of plant communication systems

3.1 discuss effective written and verbal communication skills, including the use of two-way radios

I can consistently discuss effective written and verbal communication skills, including the use of two-way radios.

I can usually discuss effective written and verbal communication skills, including the use of two-way radios.

I sometimes need assistance to discuss effective written and verbal communication skills, including the use of two-way radios.

I often need assistance to discuss effective written and verbal communication skills, including the use of two-way radios.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3030 / 71© Alberta Education, Alberta, Canada revised 2018

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3.2 describe the legal documentation requirements for power engineers, including log books and log sheets

I can consistently describe the legal documentation requirements for power engineers, including log books and log sheets.

I can usually describe the legal documentation requirements for power engineers, including log books and log sheets.

I sometimes need assistance to describe the legal documentation requirements for power engineers, including log books and log sheets.

I often need assistance to describe the legal documentation requirements for power engineers, including log books and log sheets.

I have not yet provided evidence of this performance task.

3.3 discuss the elements of maintenance management systems, including work requests and work orders

I can consistently discuss the elements of maintenance management systems, including work requests and work orders.

I can usually discuss the elements of maintenance management systems, including work requests and work orders.

I sometimes need assistance to discuss the elements of maintenance management systems, including work requests and work orders.

I often need assistance to discuss the elements of maintenance management systems, including work requests and work orders.

I have not yet provided evidence of this performance task.

3.4 discuss the purpose, revision and control of standard operating procedures

I can consistently discuss the purpose, revision and control of standard operating procedures.

I can usually discuss the purpose, revision and control of standard operating procedures.

I sometimes need assistance to discuss the purpose, revision and control of standard operating procedures.

I often need assistance to discuss the purpose, revision and control of standard operating procedures.

I have not yet provided evidence of this performance task.

3.5 discuss updating procedures for a piping and instrumentation diagram

I can consistently discuss updating procedures for a piping and instrumentation diagram.

I can usually discuss updating procedures for a piping and instrumentation diagram.

I sometimes need assistance to discuss updating procedures for a piping and instrumentation diagram.

I often need assistance to discuss updating procedures for a piping and instrumentation diagram.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3031: BOILER DESIGNS

Level: Advanced

Prerequisite: None

Description: Students will be able to describe the design, components, construction, characteristics and operation of various types of boilers.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3031 / 73© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3031: BOILER DESIGNS

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. describe the historical development of boilers, boiler design, components and configuration

2. describe the design, components and characteristics of fire-tube boilers

3. describe the design, components and characteristics of water-tube boilers

4. explain the general design and application of electric boilers

5. describe the special design considerations of boilers used in heating plants

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6. differentiate between power boilers and heating boilers

Teacher Signature Date

4th Class Power Engineering Assessment CTS, TMT: PEN3031 / 75© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3031: BOILER DESIGNS

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. describe the historical development of boilers, boiler design, components and configuration

1.1 describe the history of boiler applications, design and modern boiler improvements

I can consistently describe the history of boiler applications, design and modern boiler improvements.

I can usually describe the history of boiler applications, design and modern boiler improvements.

I sometimes need assistance to describe the history of boiler applications, design and modern boiler improvements.

I often need assistance to describe the history of boiler applications, design and modern boiler improvements.

I have not yet provided evidence of this performance task.

1.2 describe packaged boilers I can consistently describe packaged boilers.

I can usually describe packaged boilers.

I sometimes need assistance to describe packaged boilers.

I often need assistance to describe packaged boilers.

I have not yet provided evidence of this performance task.

1.3 describe the construction of field-assembled and field-erected boilers

I can consistently describe the construction of field-assembled and field-erected boilers.

I can usually describe the construction of field-assembled and field-erected boilers.

I sometimes need assistance to describe the construction of field-assembled and field-erected boilers.

I often need assistance to describe the construction of field-assembled and field-erected boilers.

I have not yet provided evidence of this performance task.

1.4 describe components and design aspects common to all boiler vessels

I can consistently describe components and design aspects common to all boiler vessels.

I can usually describe components and design aspects common to all boiler vessels.

I sometimes need assistance to describe components and design aspects common to all boiler vessels.

I often need assistance to describe components and design aspects common to all boiler vessels.

I have not yet provided evidence of this performance task.

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2. describe the design, components and characteristics of fire-tube boilers

2.1 differentiate the scotch boiler from the other fire-tube boilers and describe the scotch boiler’s development history

I can consistently differentiate the scotch boiler from the other fire-tube boilers and describe the scotch boiler’s development history.

I can usually differentiate the scotch boiler from the other fire-tube boilers and describe the scotch boiler’s development history.

I sometimes need assistance to differentiate the scotch boiler from the other fire-tube boilers and describe the scotch boiler’s development history.

I often need assistance to differentiate the scotch boiler from the other fire-tube boilers and describe the scotch boiler’s development history.

I have not yet provided evidence of this performance task.

2.2 describe circulation patterns in fire-tube boilers

I can consistently describe circulation patterns in fire-tube boilers.

I can usually describe circulation patterns in fire-tube boilers.

I sometimes need assistance to describe circulation patterns in fire-tube boilers.

I often need assistance to describe circulation patterns in fire-tube boilers.

I have not yet provided evidence of this performance task.

2.3 discuss construction details of fire-tube boilers

I can consistently discuss construction details of fire-tube boilers.

I can usually discuss construction details of fire-tube boilers.

I sometimes need assistance to discuss construction details of fire-tube boilers.

I often need assistance to discuss construction details of fire-tube boilers.

I have not yet provided evidence of this performance task.

3. describe the design, components and characteristics of water-tube boilers

3.1 describe the design and operating principles of water-tube boilers

I can consistently describe the design and operating principles of water-tube boilers.

I can usually describe the design and operating principles of water-tube boilers.

I sometimes need assistance to describe the design and operating principles of water-tube boilers.

I often need assistance to describe the design and operating principles of water-tube boilers.

I have not yet provided evidence of this performance task.

3.2 describe water-tube boiler components

I can consistently describe water-tube boiler components.

I can usually describe water-tube boiler components.

I sometimes need assistance to describe water-tube boiler components.

I often need assistance to describe water-tube boiler components.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3031 / 77© Alberta Education, Alberta, Canada revised 2018

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3.3 explain the design and application of packaged water-tube boilers

I can consistently explain the design and application of packaged water-tube boilers.

I can usually explain the design and application of packaged water-tube boilers.

I sometimes need assistance to explain the design and application of packaged water-tube boilers.

I often need assistance to explain the design and application of packaged water-tube boilers.

I have not yet provided evidence of this performance task.

3.4 describe the design, construction and components of large-scale steam-generating units

I can consistently describe the design, construction and components of large-scale steam-generating units.

I can usually describe the design, construction and components of large-scale steam-generating units.

I sometimes need assistance to describe the design, construction and components of large-scale steam-generating units.

I often need assistance to describe the design, construction and components of large-scale steam-generating units.

I have not yet provided evidence of this performance task.

4. explain the general design and application of electric boilers

4.1 discuss the advantages and disadvantages of electric boilers

I can consistently discuss the advantages and disadvantages of electric boilers.

I can usually discuss the advantages and disadvantages of electric boilers.

I sometimes need assistance to discuss the advantages and disadvantages of electric boilers.

I often need assistance to discuss the advantages and disadvantages of electric boilers.

I have not yet provided evidence of this performance task.

4.2 describe the construction and operating principle of electric boilers

I can consistently describe the construction and operating principle of electric boilers.

I can usually describe the construction and operating principle of electric boilers.

I sometimes need assistance to describe the construction and operating principle of electric boilers.

I often need assistance to describe the construction and operating principle of electric boilers.

I have not yet provided evidence of this performance task.

5. describe the special design considerations of boilers used in heating plants

5.1 describe the design of water-tube and coil-tube heating boilers

I can consistently describe the design of water-tube and coil-tube heating boilers.

I can usually describe the design of water-tube and coil-tube heating boilers.

I sometimes need assistance to describe the design of water-tube and coil-tube heating boilers.

I often need assistance to describe the design of water-tube and coil-tube heating boilers.

I have not yet provided evidence of this performance task.

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5.2 describe cast iron boilers and vertical fire-tube boilers

I can consistently describe cast iron boilers and vertical fire-tube boilers.

I can usually describe cast iron boilers and vertical fire-tube boilers.

I sometimes need assistance to describe cast iron boilers and vertical fire-tube boilers.

I often need assistance to describe cast iron boilers and vertical fire-tube boilers.

I have not yet provided evidence of this performance task.

5.3 describe the construction and application of fire-tube heating boiler designs

I can consistently describe the construction and application of fire-tube heating boiler designs.

I can usually describe the construction and application of fire-tube heating boiler designs.

I sometimes need assistance to describe the construction and application of fire-tube heating boiler designs.

I often need assistance to describe the construction and application of fire-tube heating boiler designs.

I have not yet provided evidence of this performance task.

6. differentiate between power boilers and heating boilers

6.1 discuss the differences between power boiler and heating boiler design and installation

I can consistently discuss the differences between power boiler and heating boiler design and installation.

I can usually discuss the differences between power boiler and heating boiler design and installation.

I sometimes need assistance to discuss the differences between power boiler and heating boiler design and installation.

I often need assistance to discuss the differences between power boiler and heating boiler design and installation.

I have not yet provided evidence of this performance task.

6.2 discuss the differences between power boiler and heating boiler operation

I can consistently discuss the differences between power boiler and heating boiler operation.

I can usually discuss the differences between power boiler and heating boiler operation.

I sometimes need assistance to discuss the differences between power boiler and heating boiler operation.

I often need assistance to discuss the differences between power boiler and heating boiler operation.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

4th Class Power Engineering Assessment CTS, TMT: PEN3031 / 79© Alberta Education, Alberta, Canada revised 2018

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3032: BOILER SYSTEMS

Level: Advanced

Prerequisite: None

Description: Students will be able to describe the systems used in the operation and maintenance of boiler systems (e.g., combustion, fuel, draft, feedwater, blowoff and blowdown and fireside cleaning).

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

80 / CTS, TMT: PEN3032 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3032: BOILER SYSTEMS

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. discuss the basic theory of combustion and the equipment used to provide proper combustion conditions within a boiler

2. describe common fuel systems found in boiler systems

3. describe basic concepts and equipment used to supply combustion air to boiler furnaces

4. describe feedwater systems used with boilers

5. describe the purpose, equipment and operation of blowdown in boiler systems

4th Class Power Engineering Assessment CTS, TMT: PEN3032 / 81© Alberta Education, Alberta, Canada revised 2018

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6. describe types of boiler fireside cleaning equipment, their purpose and their operation

Teacher Signature Date

82 / CTS, TMT: PEN3032 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3032: BOILER SYSTEMS

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. discuss the basic theory of combustion and the equipment used to provide proper combustion conditions within a boiler

1.1 discuss combustion, combustion equations and the relationship between theoretical and excess air

I can consistently discuss combustion, combustion equations and the relationship between theoretical and excess air.

I can usually discuss combustion, combustion equations and the relationship between theoretical and excess air.

I sometimes need assistance to discuss combustion, combustion equations and the relationship between theoretical and excess air.

I often need assistance to discuss combustion, combustion equations and the relationship between theoretical and excess air.

I have not yet provided evidence of this performance task.

1.2 discuss the characteristics of solid, liquid and gaseous fuels

I can consistently discuss the characteristics of solid, liquid and gaseous fuels.

I can usually discuss the characteristics of solid, liquid and gaseous fuels.

I sometimes need assistance to discuss the characteristics of solid, liquid and gaseous fuels.

I often need assistance to discuss the characteristics of solid, liquid and gaseous fuels.

I have not yet provided evidence of this performance task.

1.3 explain fuel and the effects of combustion on refractory materials

I can consistently explain fuel and the effects of combustion on refractory materials.

I can usually explain fuel and the effects of combustion on refractory materials.

I sometimes need assistance to explain fuel and the effects of combustion on refractory materials.

I often need assistance to explain fuel and the effects of combustion on refractory materials.

I have not yet provided evidence of this performance task.

2. describe common fuel systems found in boiler systems

2.1 describe solid-fuel delivery systems

I can consistently describe solid-fuel delivery systems.

I can usually describe solid-fuel delivery systems.

I sometimes need assistance to describe solid-fuel delivery systems.

I often need assistance to describe solid-fuel delivery systems.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3032 / 83© Alberta Education, Alberta, Canada revised 2018

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2.2 describe the main types of solid-fuel firing systems

I can consistently describe the main types of solid-fuel firing systems.

I can usually describe the main types of solid-fuel firing systems.

I sometimes need assistance to describe the main types of solid-fuel firing systems.

I often need assistance to describe the main types of solid-fuel firing systems.

I have not yet provided evidence of this performance task.

2.3 describe gaseous-fuel delivery systems

I can consistently describe gaseous-fuel delivery systems.

I can usually describe gaseous-fuel delivery systems.

I sometimes need assistance to describe gaseous-fuel delivery systems.

I often need assistance to describe gaseous-fuel delivery systems.

I have not yet provided evidence of this performance task.

2.4 describe the main types of gaseous-fuel firing systems

I can consistently describe the main types of gaseous-fuel firing systems.

I can usually describe the main types of gaseous-fuel firing systems.

I sometimes need assistance to describe the main types of gaseous-fuel firing systems.

I often need assistance to describe the main types of gaseous-fuel firing systems.

I have not yet provided evidence of this performance task.

2.5 describe liquid-fuel delivery systems

I can consistently describe liquid-fuel delivery systems.

I can usually describe liquid-fuel delivery systems.

I sometimes need assistance to describe liquid-fuel delivery systems.

I often need assistance to describe liquid-fuel delivery systems.

I have not yet provided evidence of this performance task.

2.6 describe the main types of liquid-fuel firing systems

I can consistently describe the main types of liquid-fuel firing systems.

I can usually describe the main types of liquid-fuel firing systems.

I sometimes need assistance to describe the main types of liquid-fuel firing systems.

I often need assistance to describe the main types of liquid-fuel firing systems.

I have not yet provided evidence of this performance task.

2.7 describe flue-gas analysis and how it relates to boiler efficiency

I can consistently describe flue-gas analysis and how it relates to boiler efficiency.

I can usually describe flue-gas analysis and how it relates to boiler efficiency.

I sometimes need assistance to describe flue-gas analysis and how it relates to boiler efficiency.

I often need assistance to describe flue-gas analysis and how it relates to boiler efficiency.

I have not yet provided evidence of this performance task.

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3. describe basic concepts and equipment used to supply combustion air to boiler furnaces

3.1 describe the various air streams that deliver combustion air to a furnace

I can consistently describe the various air streams that deliver combustion air to a furnace.

I can usually describe the various air streams that deliver combustion air to a furnace.

I sometimes need assistance to describe the various air streams that deliver combustion air to a furnace.

I often need assistance to describe the various air streams that deliver combustion air to a furnace.

I have not yet provided evidence of this performance task.

3.2 relate differential pressure to the creation of draft

I can consistently relate differential pressure to the creation of draft.

I can usually relate differential pressure to the creation of draft.

I sometimes need assistance to relate differential pressure to the creation of draft.

I often need assistance to relate differential pressure to the creation of draft.

I have not yet provided evidence of this performance task.

3.3 describe forced, induced and balanced mechanical draft

I can consistently describe forced, induced and balanced mechanical draft.

I can usually describe forced, induced and balanced mechanical draft.

I sometimes need assistance to describe forced, induced and balanced mechanical draft.

I often need assistance to describe forced, induced and balanced mechanical draft.

I have not yet provided evidence of this performance task.

3.4 discuss common methods of controlling combustion airflow

I can consistently discuss common methods of controlling combustion airflow.

I can usually discuss common methods of controlling combustion airflow.

I sometimes need assistance to discuss common methods of controlling combustion airflow.

I often need assistance to discuss common methods of controlling combustion airflow.

I have not yet provided evidence of this performance task.

3.5 discuss common methods of measuring furnace pressures

I can consistently discuss common methods of measuring furnace pressures.

I can usually discuss common methods of measuring furnace pressures.

I sometimes need assistance to discuss common methods of measuring furnace pressures.

I often need assistance to discuss common methods of measuring furnace pressures.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3032 / 85© Alberta Education, Alberta, Canada revised 2018

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4. describe feedwater systems used with boilers

4.1 describe the overall layout of feedwater, condensate and make-up of water systems

I can consistently describe the overall layout of feedwater, condensate and make-up of water systems.

I can usually describe the overall layout of feedwater, condensate and make-up of water systems.

I sometimes need assistance to describe the overall layout of feedwater, condensate and make-up of water systems.

I often need assistance to describe the overall layout of feedwater, condensate and make-up of water systems.

I have not yet provided evidence of this performance task.

4.2 describe the valves used in feedwater systems

I can consistently describe the valves used in feedwater systems.

I can usually describe the valves used in feedwater systems.

I sometimes need assistance to describe the valves used in feedwater systems.

I often need assistance to describe the valves used in feedwater systems.

I have not yet provided evidence of this performance task.

4.3 describe the control strategies for single-element, two-element and three-element boiler feedwater systems

I can consistently describe the control strategies for single-element, two-element and three-element boiler feedwater systems.

I can usually describe the control strategies for single-element, two-element and three-element boiler feedwater systems.

I sometimes need assistance to describe the control strategies for single-element, two-element and three-element boiler feedwater systems.

I often need assistance to describe the control strategies for single-element, two-element and three-element boiler feedwater systems.

I have not yet provided evidence of this performance task.

4.4 describe methods of supplying feedwater to steam-heating boilers

I can consistently describe methods of supplying feedwater to steam-heating boilers.

I can usually describe methods of supplying feedwater to steam-heating boilers.

I sometimes need assistance to describe methods of supplying feedwater to steam-heating boilers.

I often need assistance to describe methods of supplying feedwater to steam-heating boilers.

I have not yet provided evidence of this performance task.

4.5 explain the operation of condensate receiver make-up water controls

I can consistently explain the operation of condensate receiver make-up water controls.

I can usually explain the operation of condensate receiver make-up water controls.

I sometimes need assistance to explain the operation of condensate receiver make-up water controls.

I often need assistance to explain the operation of condensate receiver make-up water controls.

I have not yet provided evidence of this performance task.

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4.6 describe the return of condensate and the supply of feedwater to high-pressure boilers

I can consistently describe the return of condensate and the supply of feedwater to high-pressure boilers.

I can usually describe the return of condensate and the supply of feedwater to high-pressure boilers.

I sometimes need assistance to describe the return of condensate and the supply of feedwater to high-pressure boilers.

I often need assistance to describe the return of condensate and the supply of feedwater to high-pressure boilers.

I have not yet provided evidence of this performance task.

5. describe the purpose, equipment and operation of blowdown in boiler systems

5.1 describe blowoff, blowoff equipment and blowoff procedures

I can consistently describe blowoff, blowoff equipment and blowoff procedures.

I can usually describe blowoff, blowoff equipment and blowoff procedures.

I sometimes need assistance to describe blowoff, blowoff equipment and blowoff procedures.

I often need assistance to describe blowoff, blowoff equipment and blowoff procedures.

I have not yet provided evidence of this performance task.

5.2 describe continuous blowdown, blowdown equipment and blowdown procedures

I can consistently describe continuous blowdown, blowdown equipment and blowdown procedures.

I can usually describe continuous blowdown, blowdown equipment and blowdown procedures.

I sometimes need assistance to describe continuous blowdown, blowdown equipment and blowdown procedures.

I often need assistance to describe continuous blowdown, blowdown equipment and blowdown procedures.

I have not yet provided evidence of this performance task.

5.3 describe the maintenance and repair of blowoff systems

I can consistently describe the maintenance and repair of blowoff systems.

I can usually describe the maintenance and repair of blowoff systems.

I sometimes need assistance to describe the maintenance and repair of blowoff systems.

I often need assistance to describe the maintenance and repair of blowoff systems.

I have not yet provided evidence of this performance task.

6. describe types of boiler fireside cleaning equipment, their purpose and their operation

6.1 describe common options for in-service fireside cleaning

I can consistently describe common options for in-service fireside cleaning.

I can usually describe common options for in-service fireside cleaning.

I sometimes need assistance to describe common options for in-service fireside cleaning.

I often need assistance to describe common options for in-service fireside cleaning.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3032 / 87© Alberta Education, Alberta, Canada revised 2018

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6.2 describe the construction and operation of retractable soot blowers

I can consistently describe the construction and operation of retractable soot blowers.

I can usually describe the construction and operation of retractable soot blowers.

I sometimes need assistance to describe the construction and operation of retractable soot blowers.

I often need assistance to describe the construction and operation of retractable soot blowers.

I have not yet provided evidence of this performance task.

6.3 describe the construction and operation stationary soot blowers

I can consistently describe the construction and operation stationary soot blowers.

I can usually describe the construction and operation stationary soot blowers.

I sometimes need assistance to describe the construction and operation stationary soot blowers.

I often need assistance to describe the construction and operation stationary soot blowers.

I have not yet provided evidence of this performance task.

6.4 describe shot cleaning methods

I can consistently describe shot cleaning methods.

I can usually describe shot cleaning methods.

I sometimes need assistance to describe shot cleaning methods.

I often need assistance to describe shot cleaning methods.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

88 / CTS, TMT: PEN3032 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3033: LUBRICATION AND BEARINGS

Level: Advanced

Prerequisite: None

Description: Students will be able to describe the purpose and properties of lubrication for the maintenance and care of bearing systems.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3033 / 89© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3033: LUBRICATION AND BEARINGS

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. describe the importance of lubrication and the principles concerned with lubrication

2. describe bearing types, methods for care and maintenance of bearings and bearing lubrication systems

Teacher Signature Date

90 / CTS, TMT: PEN3033 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3033: LUBRICATION AND BEARINGS

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. describe the importance of lubrication and the principles concerned with lubrication

1.1 discuss the concept of lubrication

I can consistently discuss the concept of lubrication.

I can usually discuss the concept of lubrication.

I sometimes need assistance to discuss the concept of lubrication.

I often need assistance to discuss the concept of lubrication.

I have not yet provided evidence of this performance task.

1.2 list the purposes of a lubricant

I can consistently list the purposes of a lubricant.

I can usually list the purposes of a lubricant.

I sometimes need assistance to list the purposes of a lubricant.

I often need assistance to list the purposes of a lubricant.

I have not yet provided evidence of this performance task.

1.3 list the various classes and types of lubricants

I can consistently list the various classes and types of lubricants.

I can usually list the various classes and types of lubricants.

I sometimes need assistance to list the various classes and types of lubricants.

I often need assistance to list the various classes and types of lubricants.

I have not yet provided evidence of this performance task.

1.4 describe the properties and application of lubricants

I can consistently describe the properties and application of lubricants.

I can usually describe the properties and application of lubricants.

I sometimes need assistance to describe the properties and application of lubricants.

I often need assistance to describe the properties and application of lubricants.

I have not yet provided evidence of this performance task.

1.5 list the properties of lubricating oils, the additives used and their selection criteria

I can consistently list the properties of lubricating oils, the additives used and their selection criteria.

I can usually list the properties of lubricating oils, the additives used and their selection criteria.

I sometimes need assistance to list the properties of lubricating oils, the additives used and their selection criteria.

I often need assistance to list the properties of lubricating oils, the additives used and their selection criteria.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3033 / 91© Alberta Education, Alberta, Canada revised 2018

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2. describe bearing types, methods for care and maintenance of bearings and bearing lubrication systems

2.1 define boundary lubrication and full fluid-film lubrication

I can consistently define boundary lubrication and full fluid-film lubrication.

I can usually define boundary lubrication and full fluid-film lubrication.

I sometimes need assistance to define boundary lubrication and full fluid-film lubrication.

I often need assistance to define boundary lubrication and full fluid-film lubrication.

I have not yet provided evidence of this performance task.

2.2 describe shell (sleeve) bearings

I can consistently describe shell (sleeve) bearings.

I can usually describe shell (sleeve) bearings.

I sometimes need assistance to describe shell (sleeve) bearings.

I often need assistance to describe shell (sleeve) bearings.

I have not yet provided evidence of this performance task.

2.3 describe the construction and operation of antifriction bearings and thrust bearings

I can consistently describe the construction and operation of antifriction bearings and thrust bearings.

I can usually describe the construction and operation of antifriction bearings and thrust bearings.

I sometimes need assistance to describe the construction and operation of antifriction bearings and thrust bearings.

I often need assistance to describe the construction and operation of antifriction bearings and thrust bearings.

I have not yet provided evidence of this performance task.

2.4 describe how to clean and replace roller- and ball-type bearings

I can consistently describe how to clean and replace roller- and ball-type bearings.

I can usually describe how to clean and replace roller- and ball-type bearings.

I sometimes need assistance to describe how to clean and replace roller- and ball-type bearings.

I often need assistance to describe how to clean and replace roller- and ball-type bearings.

I have not yet provided evidence of this performance task.

2.5 explain the causes of bearing failure

I can consistently explain the causes of bearing failure.

I can usually explain the causes of bearing failure.

I sometimes need assistance to explain the causes of bearing failure.

I often need assistance to explain the causes of bearing failure.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

92 / CTS, TMT: PEN3033 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3034: PUMPS AND COMPRESSORS

Level: Advanced

Prerequisite: None

Description: Students will be able to describe the operation and maintenance of various types of pumps and compressors used in power plants.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3034 / 93© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3034: PUMPS AND COMPRESSORS

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. describe the construction and operating principles of various types of pumps used in power plants

2. describe the major considerations and procedures for pump operation and maintenance

3. describe the operating principles of the different types of compressors

4. describe the major considerations and general procedures for compressor operation and maintenance

Teacher Signature Date

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COURSE PEN3034: PUMPS AND COMPRESSORS

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. describe the construction and operating principles of various types of pumps used in power plants

1.1 list the common pump applications

I can consistently list the common pump applications.

I can usually list the common pump applications.

I sometimes need assistance to list the common pump applications.

I often need assistance to list the common pump applications.

I have not yet provided evidence of this performance task.

1.2 define the terms associated with pump performance

I can consistently define the terms associated with pump performance.

I can usually define the terms associated with pump performance.

I sometimes need assistance to define the terms associated with pump performance.

I often need assistance to define the terms associated with pump performance.

I have not yet provided evidence of this performance task.

1.3 describe the common pumps found in power plants

I can consistently describe the common pumps found in power plants.

I can usually describe the common pumps found in power plants.

I sometimes need assistance to describe the common pumps found in power plants.

I often need assistance to describe the common pumps found in power plants.

I have not yet provided evidence of this performance task.

2. describe the major considerations and procedures for pump operation and maintenance

2.1 discuss the components of a motor and a pump assembly

I can consistently discuss the components of a motor and a pump assembly.

I can usually discuss the components of a motor and a pump assembly.

I sometimes need assistance to discuss the components of a motor and a pump assembly.

I often need assistance to discuss the components of a motor and a pump assembly.

I have not yet provided evidence of this performance task.

2.2 describe the types of shaft seals

I can consistently describe the types of shaft seals.

I can usually describe the types of shaft seals.

I sometimes need assistance to describe the types of shaft seals.

I often need assistance to describe the types of shaft seals.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3034 / 95© Alberta Education, Alberta, Canada revised 2018

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2.3 describe standard types of mechanical seals

I can consistently describe standard types of mechanical seals.

I can usually describe standard types of mechanical seals.

I sometimes need assistance to describe standard types of mechanical seals.

I often need assistance to describe standard types of mechanical seals.

I have not yet provided evidence of this performance task.

2.4 describe pump-bearing and shaft-alignment equipment and procedures

I can consistently describe pump-bearing and shaft-alignment equipment and procedures.

I can usually describe pump-bearing and shaft-alignment equipment and procedures.

I sometimes need assistance to describe pump-bearing and shaft-alignment equipment and procedures.

I often need assistance to describe pump-bearing and shaft-alignment equipment and procedures.

I have not yet provided evidence of this performance task.

2.5 describe centrifugal pump start-up and priming procedures

I can consistently describe centrifugal pump start-up and priming procedures.

I can usually describe centrifugal pump start-up and priming procedures.

I sometimes need assistance to describe centrifugal pump start-up and priming procedures.

I often need assistance to describe centrifugal pump start-up and priming procedures.

I have not yet provided evidence of this performance task.

2.6 describe positive-displacement pump priming, start-up and routine

I can consistently describe positive-displacement pump priming, start-up and routine.

I can usually describe positive-displacement pump priming, start-up and routine.

I sometimes need assistance to describe positive-displacement pump priming, start-up and routine.

I often need assistance to describe positive-displacement pump priming, start-up and routine.

I have not yet provided evidence of this performance task.

3. describe the operating principles of the different types of compressors

3.1 describe the main classifications and types of compressors

I can consistently describe the main classifications and types of compressors.

I can usually describe the main classifications and types of compressors.

I sometimes need assistance to describe the main classifications and types of compressors.

I often need assistance to describe the main classifications and types of compressors.

I have not yet provided evidence of this performance task.

3.2 describe gaseous compression systems

I can consistently describe gaseous compression systems.

I can usually describe gaseous compression systems.

I sometimes need assistance to describe gaseous compression systems.

I often need assistance to describe gaseous compression systems.

I have not yet provided evidence of this performance task.

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4. describe the major considerations and general procedures for compressor operation and maintenance

4.1 describe compressor parts and auxiliary equipment

I can consistently describe compressor parts and auxiliary equipment.

I can usually describe compressor parts and auxiliary equipment.

I sometimes need assistance to describe compressor parts and auxiliary equipment.

I often need assistance to describe compressor parts and auxiliary equipment.

I have not yet provided evidence of this performance task.

4.2 describe the construction and operation of seals for compressors

I can consistently describe the construction and operation of seals for compressors.

I can usually describe the construction and operation of seals for compressors.

I sometimes need assistance to describe the construction and operation of seals for compressors.

I often need assistance to describe the construction and operation of seals for compressors.

I have not yet provided evidence of this performance task.

4.3 describe the capacity control of compressors

I can consistently describe the capacity control of compressors.

I can usually describe the capacity control of compressors.

I sometimes need assistance to describe the capacity control of compressors.

I often need assistance to describe the capacity control of compressors.

I have not yet provided evidence of this performance task.

4.4 describe preventive maintenance and routine procedures for compressors

I can consistently describe preventive maintenance and routine procedures for compressors.

I can usually describe preventive maintenance and routine procedures for compressors.

I sometimes need assistance to describe preventive maintenance and routine procedures for compressors.

I often need assistance to describe preventive maintenance and routine procedures for compressors.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

4th Class Power Engineering Assessment CTS, TMT: PEN3034 / 97© Alberta Education, Alberta, Canada revised 2018

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3035: BOILER SAFETY DEVICES

Level: Advanced

Prerequisite: None

Description: Students will be able to describe the safety requirements, equipment and controls related to the safe operation of boilers.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

98 / CTS, TMT: PEN3035 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3035: BOILER SAFETY DEVICES

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. explain the code requirements, design and operation of pressure relief valves for power boilers, heating boilers and pressure vessels

2. explain the design and operation of combustion safety controls on burners and boilers

3. describe feedwater safety devices and control methods used on boilers

4. relate the operation and required fittings described in the code to the operating principles of fittings found on boilers

4th Class Power Engineering Assessment CTS, TMT: PEN3035 / 99© Alberta Education, Alberta, Canada revised 2018

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5. describe the operating and safety controls found on boilers

Teacher Signature Date

100 / CTS, TMT: PEN3035 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3035: BOILER SAFETY DEVICES

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. explain the code requirements, design and operation of pressure relief valves for power boilers, heating boilers and pressure vessels

1.1 discuss the code requirements, construction and operation of ASME Section I pressure relief valves and devices

I can consistently discuss the code requirements, construction and operation of ASME Section I pressure relief valves and devices.

I can usually discuss the code requirements, construction and operation of ASME Section I pressure relief valves and devices.

I sometimes need assistance to discuss code requirements, the construction and operation of ASME Section I pressure relief valves and devices.

I often need assistance to discuss the code requirements, construction and operation of ASME Section I pressure relief valves and devices.

I have not yet provided evidence of this performance task.

1.2 discuss the code requirements, construction and operation of ASME Section IV pressure relief valves and devices

I can consistently discuss the code requirements, construction and operation of ASME Section IV pressure relief valves and devices.

I can usually discuss the code requirements, construction and operation of ASME Section IV pressure relief valves and devices.

I sometimes need assistance to discuss the code requirements, construction and operation of ASME Section IV pressure relief valves and devices.

I often need assistance to discuss the code requirements, construction and operation of ASME Section IV pressure relief valves and devices.

I have not yet provided evidence of this performance task.

1.3 describe the testing and repair of pressure relief valves

I can consistently describe the testing and repair of pressure relief valves.

I can usually describe the testing and repair of pressure relief valves.

I sometimes need assistance to describe the testing and repair of pressure relief valves.

I often need assistance to describe the testing and repair of pressure relief valves.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3035 / 101© Alberta Education, Alberta, Canada revised 2018

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1.4 describe the construction and operation of a temperature (temperature and pressure) relief device

I can consistently describe the construction and operation of a temperature (temperature and pressure) relief device.

I can usually describe the construction and operation of a temperature (temperature and pressure) relief device.

I sometimes need assistance to describe the construction and operation of a temperature (temperature and pressure) relief device.

I often need assistance to describe the construction and operation of a temperature (temperature and pressure) relief device.

I have not yet provided evidence of this performance task.

2. explain the design and operation of combustion safety controls on burners and boilers

2.1 describe basic boiler control systems

I can consistently describe basic boiler control systems.

I can usually describe basic boiler control systems.

I sometimes need assistance to describe basic boiler control systems.

I often need assistance to describe basic boiler control systems.

I have not yet provided evidence of this performance task.

2.2 compare the devices/controls that can be either operating or safety circuits

I can consistently compare the devices/controls that can be either operating or safety circuits.

I can usually compare the devices/controls that can be either operating or safety circuits.

I sometimes need assistance to compare the devices/controls that can be either operating or safety circuits.

I often need assistance to compare the devices/controls that can be either operating or safety circuits.

I have not yet provided evidence of this performance task.

2.3 describe a burner management system (BMS)

I can consistently describe a BMS.

I can usually describe a BMS.

I sometimes need assistance to describe a BMS.

I often need assistance to describe a BMS.

I have not yet provided evidence of this performance task.

2.4 describe the equipment operation process used to start-up and shutdown boilers

I can consistently describe the equipment operation process used to start-up and shutdown boilers.

I can usually describe the equipment operation process used to start-up and shutdown boilers.

I sometimes need assistance to describe the equipment operation process used to start-up and shutdown boilers.

I often need assistance to describe the equipment operation process used to start-up and shutdown boilers.

I have not yet provided evidence of this performance task.

2.5 interpret burner operating sequence bar graphs

I can consistently interpret burner operating sequence bar graphs.

I can usually interpret burner operating sequence bar graphs.

I sometimes need assistance to interpret burner operating sequence bar graphs.

I often need assistance to interpret burner operating sequence bar graphs.

I have not yet provided evidence of this performance task.

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2.6 provide a typical sequence of start-up and shutdown events

I can consistently provide a typical sequence of start-up and shutdown events.

I can usually provide a typical sequence of start-up and shutdown events.

I sometimes need assistance to provide a typical sequence of start-up and shutdown events.

I often need assistance to provide a typical sequence of start-up and shutdown events.

I have not yet provided evidence of this performance task.

2.7 describe the construction and operation of burner/boiler flame failure detectors

I can consistently describe the construction and operation of burner/boiler flame failure detectors.

I can usually describe the construction and operation of burner/boiler flame failure detectors.

I sometimes need assistance to describe the construction and operation of burner/boiler flame failure detectors.

I often need assistance to describe the construction and operation of burner/boiler flame failure detectors.

I have not yet provided evidence of this performance task.

2.8 identify testing requirements for burner/boiler flame failure safety devices

I can consistently identify testing requirements for burner/boiler flame failure safety devices.

I can usually identify testing requirements for burner/boiler flame failure safety devices.

I sometimes need assistance to identify testing requirements for burner/boiler flame failure safety devices.

I often need assistance to identify testing requirements for burner/boiler flame failure safety devices.

I have not yet provided evidence of this performance task.

3. describe feedwater safety devices and control methods used on boilers

3.1 describe the construction and operation of boiler low-water-level fuel-cutoff equipment

I can consistently describe the construction and operation of boiler low-water-level fuel-cutoff equipment.

I can usually describe the construction and operation of boiler low-water-level fuel-cutoff equipment.

I sometimes need assistance to describe the construction and operation of boiler low-water-level fuel-cutoff equipment.

I often need assistance to describe the construction and operation of boiler low-water-level fuel-cutoff equipment.

I have not yet provided evidence of this performance task.

3.2 list the ASME and CSA code regulations regarding low-water fuel-cutoff devices

I can consistently list the ASME and CSA code regulations regarding low-water fuel-cutoff devices.

I can usually list the ASME and CSA code regulations regarding low-water fuel-cutoff devices.

I sometimes need assistance to list the ASME and CSA code regulations regarding low-water fuel-cutoff devices.

I often need assistance to list the ASME and CSA code regulations regarding low-water fuel-cutoff devices.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3035 / 103© Alberta Education, Alberta, Canada revised 2018

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3.3 describe testing and maintenance of boiler low-water-level fuel cutoffs

I can consistently describe testing and maintenance of boiler low-water-level fuel cutoffs.

I can usually describe testing and maintenance of boiler low-water-level fuel cutoffs.

I sometimes need assistance to describe testing and maintenance of boiler low-water-level fuel cutoffs.

I often need assistance to describe testing and maintenance of boiler low-water-level fuel cutoffs.

I have not yet provided evidence of this performance task.

3.4 describe direct- and indirect-type water-level indicators

I can consistently describe direct- and indirect-type water-level indicators.

I can usually describe direct- and indirect-type water-level indicators.

I sometimes need assistance to describe direct- and indirect-type water-level indicators.

I often need assistance to describe direct- and indirect-type water-level indicators.

I have not yet provided evidence of this performance task.

4. relate the operation and required fittings described in the code to the operating principles of fittings found on boilers

4.1 explain the code references for boiler fittings

I can consistently explain the code references for boiler fittings.

I can usually explain the code references for boiler fittings.

I sometimes need assistance to explain the code references for boiler fittings.

I often need assistance to explain the code references for boiler fittings.

I have not yet provided evidence of this performance task.

4.2 describe the code requirements for pressure gauges on steam boilers

I can consistently describe the code requirements for pressure gauges on steam boilers.

I can usually describe the code requirements for pressure gauges on steam boilers.

I sometimes need assistance to describe the code requirements for pressure gauges on steam boilers.

I often need assistance to describe the code requirements for pressure gauges on steam boilers.

I have not yet provided evidence of this performance task.

4.3 describe the code requirements for boiler connections and valves on steam boilers

I can consistently describe the code requirements for boiler connections and valves on steam boilers.

I can usually describe the code requirements for boiler connections and valves on steam boilers.

I sometimes need assistance to describe the code requirements for boiler connections and valves on steam boilers.

I often need assistance to describe the code requirements for boiler connections and valves on steam boilers.

I have not yet provided evidence of this performance task.

4.4 describe the code requirements for required fittings on hot-water boilers

I can consistently describe the code requirements for required fittings on hot-water boilers.

I can usually describe the code requirements for required fittings on hot-water boilers.

I sometimes need assistance to describe the code requirements for required fittings on hot-water boilers.

I often need assistance to describe the code requirements for required fittings on hot-water boilers.

I have not yet provided evidence of this performance task.

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4.5 describe types of non-code required fittings used on boilers

I can consistently describe types of non-code required fittings used on boilers.

I can usually describe types of non-code required fittings used on boilers.

I sometimes need assistance to describe types of non-code required fittings used on boilers.

I often need assistance to describe types of non-code required fittings used on boilers.

I have not yet provided evidence of this performance task.

4.6 describe the trim items found on power and heating boilers

I can consistently describe the trim items found on power and heating boilers.

I can usually describe the trim items found on power and heating boilers.

I sometimes need assistance to describe the trim items found on power and heating boilers.

I often need assistance to describe the trim items found on power and heating boilers.

I have not yet provided evidence of this performance task.

5. describe the operating and safety controls found on boilers

5.1 discuss various operating controls for steam boilers and hot-water boilers

I can consistently discuss various operating controls for steam boilers and hot-water boilers.

I can usually discuss various operating controls for steam boilers and hot-water boilers.

I sometimes need assistance to discuss various operating controls for steam boilers and hot-water boilers.

I often need assistance to discuss various operating controls for steam boilers and hot-water boilers.

I have not yet provided evidence of this performance task.

5.2 describe the safety controls found on boiler and burner systems

I can consistently describe the safety controls found on boiler and burner systems.

I can usually describe the safety controls found on boiler and burner systems.

I sometimes need assistance to describe the safety controls found on boiler and burner systems.

I often need assistance to describe the safety controls found on boiler and burner systems.

I have not yet provided evidence of this performance task.

5.3 describe the operation of control and safety devices found on the fuel supplies of boilers

I can consistently describe the operation of control and safety devices found on the fuel supplies of boilers.

I can usually describe the operation of control and safety devices found on the fuel supplies of boilers.

I sometimes need assistance to describe the operation of control and safety devices found on the fuel supplies of boilers.

I often need assistance to describe the operation of control and safety devices found on the fuel supplies of boilers.

I have not yet provided evidence of this performance task.

5.4 describe testing and maintenance requirements for boiler controls

I can consistently describe testing and maintenance requirements for boiler controls.

I can usually describe testing and maintenance requirements for boiler controls.

I sometimes need assistance to describe testing and maintenance requirements for boiler controls.

I often need assistance to describe testing and maintenance requirements for boiler controls.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3035 / 105© Alberta Education, Alberta, Canada revised 2018

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Teacher feedback and assessment.

106 / CTS, TMT: PEN3035 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3036: BOILER PLANT OPERATION AND MANAGEMENT

Level: Advanced

Prerequisite: None

Description: Students will be able to describe the operational procedures for start-up, operation, management and shutdown of boiler plant systems.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3036 / 107© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3036: BOILER PLANT OPERATION AND MANAGEMENT

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. describe operational procedures related to start-up of auxiliary equipment in a boiler plant

2. describe procedures for safely starting boiler systems

3. describe operational procedures related to operating boilers

4. describe operational checks for operating boiler plants

5. describe generic shutdown and lay-up procedures for different boiler types

108 / CTS, TMT: PEN3036 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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6. describe the points and readings that need to be monitored and recorded in a plant

Teacher Signature Date

4th Class Power Engineering Assessment CTS, TMT: PEN3036 / 109© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3036: BOILER PLANT OPERATION AND MANAGEMENT

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. describe operational procedures related to start-up of auxiliary equipment in a boiler plant

1.1 describe the basic auxiliaries that need to be checked, prepared or placed in service before starting a boiler plant

I can consistently describe the basic auxiliaries that need to be checked, prepared or placed in service before starting a boiler plant.

I can usually describe the basic auxiliaries that need to be checked, prepared or placed in service before starting a boiler plant.

I sometimes need assistance to describe the basic auxiliaries that need to be checked, prepared or placed in service before starting a boiler plant.

I often need assistance to describe the basic auxiliaries that need to be checked, prepared or placed in service before starting a boiler plant.

I have not yet provided evidence of this performance task.

1.2 describe the general procedures for starting a plant for the first time or restarting after an outage or turnaround

I can consistently describe the general procedures for starting a plant for the first time or restarting after an outage or turnaround.

I can usually describe the general procedures for starting a plant for the first time or restarting after an outage or turnaround.

I sometimes need assistance to describe the general procedures for starting a plant for the first time or restarting after an outage or turnaround.

I often need assistance to describe the general procedures for starting a plant for the first time or restarting after an outage or turnaround.

I have not yet provided evidence of this performance task.

1.3 discuss basic operating practices for starting pumps and fans

I can consistently discuss basic operating practices for starting pumps and fans.

I can usually discuss basic operating practices for starting pumps and fans.

I sometimes need assistance to discuss basic operating practices for starting pumps and fans.

I often need assistance to discuss basic operating practices for starting pumps and fans.

I have not yet provided evidence of this performance task.

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1.4 describe the general preparation for a hot-water boiler start-up

I can consistently describe the general preparation for a hot-water boiler start-up.

I can usually describe the general preparation for a hot-water boiler start-up.

I sometimes need assistance to describe the general preparation for a hot-water boiler start-up.

I often need assistance to describe the general preparation for a hot-water boiler start-up.

I have not yet provided evidence of this performance task.

1.5 describe the general preparation for a steam boiler start-up

I can consistently describe the general preparation for a steam boiler start-up.

I can usually describe the general preparation for a steam boiler start-up.

I sometimes need assistance to describe the general preparation for a steam boiler start-up.

I often need assistance to describe the general preparation for a steam boiler start-up.

I have not yet provided evidence of this performance task.

1.6 describe the safety and housekeeping preparation requirements for boiler plant start-up

I can consistently describe the safety and housekeeping preparation requirements for boiler plant start-up.

I can usually describe the safety and housekeeping preparation requirements for boiler plant start-up.

I sometimes need assistance to describe the safety and housekeeping preparation requirements for boiler plant start-up.

I often need assistance to describe the safety and housekeeping preparation requirements for boiler plant start-up.

I have not yet provided evidence of this performance task.

2. describe procedures for safely starting boiler systems

2.1 describe operation considerations when warming a cold boiler

I can consistently describe operation considerations when warming a cold boiler.

I can usually describe operation considerations when warming a cold boiler.

I sometimes need assistance to describe operation considerations when warming a cold boiler.

I often need assistance to describe operation considerations when warming a cold boiler.

I have not yet provided evidence of this performance task.

2.2 describe how to start and cut in a hot-water boiler

I can consistently describe how to start and cut in a hot-water boiler.

I can usually describe how to start and cut in a hot-water boiler.

I sometimes need assistance to describe how to start and cut in a hot-water boiler.

I often need assistance to describe how to start and cut in a hot-water boiler.

I have not yet provided evidence of this performance task.

2.3 describe how to start a single-boiler steam plant

I can consistently describe how to start a single-boiler steam plant.

I can usually describe how to start a single-boiler steam plant.

I sometimes need assistance to describe how to start a single-boiler steam plant.

I often need assistance to describe how to start a single-boiler steam plant.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3036 / 111© Alberta Education, Alberta, Canada revised 2018

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2.4 describe how to cut in a steam boiler in a multiple-boiler plant

I can consistently describe how to cut in a steam boiler in a multiple-boiler plant.

I can usually describe how to cut in a steam boiler in a multiple-boiler plant.

I sometimes need assistance to describe how to cut in a steam boiler in a multiple-boiler plant.

I often need assistance to describe how to cut in a steam boiler in a multiple-boiler plant.

I have not yet provided evidence of this performance task.

2.5 describe semi-automatic burner ignition systems

I can consistently describe semi-automatic burner ignition systems.

I can usually describe semi-automatic burner ignition systems.

I sometimes need assistance to describe semi-automatic burner ignition systems.

I often need assistance to describe semi-automatic burner ignition systems.

I have not yet provided evidence of this performance task.

2.6 discuss the post start-up inspection for boilers returning to service after a major outage

I can consistently discuss the post start-up inspection for boilers returning to service after a major outage.

I can usually discuss the post start-up inspection for boilers returning to service after a major outage.

I sometimes need assistance to discuss the post start-up inspection for boilers returning to service after a major outage.

I often need assistance to discuss the post start-up inspection for boilers returning to service after a major outage.

I have not yet provided evidence of this performance task.

3. describe operational procedures related to operating boilers

3.1 describe the operation of a hot-water boiler under routine conditions

I can consistently describe the operation of a hot-water boiler under routine conditions.

I can usually describe the operation of a hot-water boiler under routine conditions.

I sometimes need assistance to describe the operation of a hot-water boiler under routine conditions.

I often need assistance to describe the operation of a hot-water boiler under routine conditions.

I have not yet provided evidence of this performance task.

3.2 describe routine steam boiler operating duties

I can consistently describe routine steam boiler operating duties.

I can usually describe routine steam boiler operating duties.

I sometimes need assistance to describe routine steam boiler operating duties.

I often need assistance to describe routine steam boiler operating duties.

I have not yet provided evidence of this performance task.

3.3 describe emergency conditions in boiler plants and the required responses

I can consistently describe emergency conditions in boiler plants and the required responses.

I can usually describe emergency conditions in boiler plants and the required responses.

I sometimes need assistance to describe emergency conditions in boiler plants and the required responses.

I often need assistance to describe emergency conditions in boiler plants and the required responses.

I have not yet provided evidence of this performance task.

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3.4 describe troubleshooting activities for basic boilers

I can consistently describe troubleshooting activities for basic boilers.

I can usually describe troubleshooting activities for basic boilers.

I sometimes need assistance to describe troubleshooting activities for basic boilers.

I often need assistance to describe troubleshooting activities for basic boilers.

I have not yet provided evidence of this performance task.

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4. describe operational checks for operating boiler plants

4.1 describe the shift-based operator responsibilities for boiler plants

I can consistently describe the shift-based operator responsibilities for boiler plants.

I can usually describe the shift-based operator responsibilities for boiler plants.

I sometimes need assistance to describe the shift-based operator responsibilities for boiler plants.

I often need assistance to describe the shift-based operator responsibilities for boiler plants.

I have not yet provided evidence of this performance task.

4.2 describe the safety device operational checks carried out on boilers

I can consistently describe the safety device operational checks carried out on boilers.

I can usually describe the safety device operational checks carried out on boilers.

I sometimes need assistance to describe the safety device operational checks carried out on boilers.

I often need assistance to describe the safety device operational checks carried out on boilers.

I have not yet provided evidence of this performance task.

4.3 describe routine maintenance activities for boiler plant operation

I can consistently describe routine maintenance activities for boiler plant operation.

I can usually describe routine maintenance activities for boiler plant operation.

I sometimes need assistance to describe routine maintenance activities for boiler plant operation.

I often need assistance to describe routine maintenance activities for boiler plant operation.

I have not yet provided evidence of this performance task.

4.4 describe the use of standard operating procedures (SOPs)

I can consistently describe the use of SOPs.

I can usually describe the use of SOPs.

I sometimes need assistance to describe the use of SOPs.

I often need assistance to describe the use of SOPs.

I have not yet provided evidence of this performance task.

4.5 describe the need for boiler operating and maintenance logs and the type of information that should be recorded

I can consistently describe the need for boiler operating and maintenance logs and the type of information that should be recorded.

I can usually describe the need for boiler operating and maintenance logs and the type of information that should be recorded.

I sometimes need assistance to describe the need for boiler operating and maintenance logs and the type of information that should be recorded.

I often need assistance to describe the need for boiler operating and maintenance logs and the type of information that should be recorded.

I have not yet provided evidence of this performance task.

5. describe generic shutdown and lay-up procedures for different boiler types

5.1 describe hot-water boiler shutdown procedures

I can consistently describe hot-water boiler shutdown procedures.

I can usually describe hot-water boiler shutdown procedures.

I sometimes need assistance to describe hot-water boiler shutdown procedures.

I often need assistance to describe hot-water boiler shutdown procedures.

I have not yet provided evidence of this performance task.

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5.2 describe hot-water boiler extended period lay-up requirements

I can consistently describe hot-water boiler extended period lay-up requirements.

I can usually describe hot-water boiler extended period lay-up requirements.

I sometimes need assistance to describe hot-water boiler extended period lay-up requirements.

I often need assistance to describe hot-water boiler extended period lay-up requirements.

I have not yet provided evidence of this performance task.

5.3 describe steam boiler shutdown and lockout procedures

I can consistently describe steam boiler shutdown and lockout procedures.

I can usually describe steam boiler shutdown and lockout procedures.

I sometimes need assistance to describe steam boiler shutdown and lockout procedures.

I often need assistance to describe steam boiler shutdown and lockout procedures.

I have not yet provided evidence of this performance task.

5.4 describe extended period lay-up requirements for steam boilers

I can consistently describe extended period lay-up requirements for steam boilers.

I can usually describe extended period lay-up requirements for steam boilers.

I sometimes need assistance to describe extended period lay-up requirements for steam boilers.

I often need assistance to describe extended period lay-up requirements for steam boilers.

I have not yet provided evidence of this performance task.

6. describe the points and readings that need to be monitored and recorded in a plant

6.1 discuss recording requirements for operating and performance conditions

I can consistently discuss recording requirements for operating and performance conditions.

I can usually discuss recording requirements for operating and performance conditions.

I sometimes need assistance to discuss recording requirements for operating and performance conditions.

I often need assistance to discuss recording requirements for operating and performance conditions.

I have not yet provided evidence of this performance task.

6.2 discuss the various systems required to conduct equipment repairs and to manage the related maintenance records

I can consistently discuss the various systems required to conduct equipment repairs and to manage the related maintenance records.

I can usually discuss the various systems required to conduct equipment repairs and to manage the related maintenance records.

I sometimes need assistance to discuss the various systems required to conduct equipment repairs and to manage the related maintenance records.

I often need assistance to discuss the various systems required to conduct equipment repairs and to manage the related maintenance records.

I have not yet provided evidence of this performance task.

6.3 describe the operational causes, consequences and prevention of water hammer

I can consistently describe the operational causes, consequences and prevention of water hammer.

I can usually describe the operational causes, consequences and prevention of water hammer.

I sometimes need assistance to describe the operational causes, consequences and prevention of water hammer.

I often need assistance to describe the operational causes, consequences and prevention of water hammer.

I have not yet provided evidence of this performance task.

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6.4 describe the consequences and actions required for common equipment failures

I can consistently describe the consequences and actions required for common equipment failures.

I can usually describe the consequences and actions required for common equipment failures.

I sometimes need assistance to describe the consequences and actions required for common equipment failures.

I often need assistance to describe the consequences and actions required for common equipment failures.

I have not yet provided evidence of this performance task.

6.5 describe the consequences and actions required in the event of boiler accidents

I can consistently describe the consequences and actions required in the event of boiler accidents.

I can usually describe the consequences and actions required in the event of boiler accidents.

I sometimes need assistance to describe the consequences and actions required in the event of boiler accidents.

I often need assistance to describe the consequences and actions required in the event of boiler accidents.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3037: ENERGY PLANT MAINTENANCE

Level: Advanced

Prerequisite: None

Description: Students will be able to describe the use of hand tools and hoisting and rigging equipment, as well as boiler equipment service, maintenance and cleaning methods.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3037 / 117© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3037: ENERGY PLANT MAINTENANCE

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. describe the safe use of common hand tools in the powerhouse

2. describe the safe and proper setup of equipment for hoisting and working above ground

3. describe the service and maintenance required for boilers

4. discuss the procedure for preparing a boiler for inspection and cleaning and describe mechanical and chemical boiler cleaning methods

Teacher Signature Date

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COURSE PEN3037: ENERGY PLANT MAINTENANCE

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. describe the safe use of common hand tools in the powerhouse

1.1 describe the types and proper use of equipment, including hacksaws, files, chisels, hammers, screwdrivers and wrenches

I can consistently describe the types and proper use of equipment, including hacksaws, files, chisels, hammers, screwdrivers and wrenches.

I can usually describe the types and proper use of equipment, including hacksaws, files, chisels, hammers, screwdrivers and wrenches.

I sometimes need assistance to describe the types and proper use of equipment, including hacksaws, files, chisels, hammers, screwdrivers and wrenches.

I often need assistance to describe the types and proper use of equipment, including hacksaws, files, chisels, hammers, screwdrivers and wrenches.

I have not yet provided evidence of this performance task.

1.2 describe the types and proper use of hand threading tools

I can consistently describe the types and proper use of hand threading tools.

I can usually describe the types and proper use of hand threading tools.

I sometimes need assistance to describe the types and proper use of hand threading tools.

I often need assistance to describe the types and proper use of hand threading tools.

I have not yet provided evidence of this performance task.

1.3 describe the types and proper use of measuring tools

I can consistently describe the types and proper use of measuring tools.

I can usually describe the types and proper use of measuring tools.

I sometimes need assistance to describe the types and proper use of measuring tools.

I often need assistance to describe the types and proper use of measuring tools.

I have not yet provided evidence of this performance task.

1.4 describe the proper layout of work and the use of layout tools

I can consistently describe the proper layout of work and the use of layout tools.

I can usually describe the proper layout of work and the use of layout tools.

I sometimes need assistance to describe the proper layout of work and the use of layout tools.

I often need assistance to describe the proper layout of work and the use of layout tools.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3037 / 119© Alberta Education, Alberta, Canada revised 2018

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1.5 describe the types and proper use of portable and fixed grinders, hand drills and drill presses and the care of drill bits

I can consistently describe the types and proper use of portable and fixed grinders, hand drills and drill presses and the care of drill bits.

I can usually describe the types and proper use of portable and fixed grinders, hand drills and drill presses and the care of drill bits.

I sometimes need assistance to describe the types and proper use of portable and fixed grinders, hand drills and drill presses and the care of drill bits.

I often need assistance to describe the types and proper use of portable and fixed grinders, hand drills and drill presses and the care of drill bits.

I have not yet provided evidence of this performance task.

2. describe the safe and proper setup of equipment for hoisting and working above ground

2.1 describe the requirements for setting up work platforms, in general, and ladders and scaffolding, in particular

I can consistently describe the requirements for setting up work platforms, in general, and ladders and scaffolding, in particular.

I can usually describe the requirements for setting up work platforms, in general, and ladders and scaffolding, in particular.

I sometimes need assistance to describe the requirements for setting up work platforms, in general, and ladders and scaffolding, in particular.

I often need assistance to describe the requirements for setting up work platforms, in general, and ladders and scaffolding, in particular.

I have not yet provided evidence of this performance task.

2.2 describe the general safety precautions and calculations used when rigging equipment

I can consistently describe the general safety precautions and calculations used when rigging equipment.

I can usually describe the general safety precautions and calculations used when rigging equipment.

I sometimes need assistance to describe the general safety precautions and calculations used when rigging equipment.

I often need assistance to describe the general safety precautions and calculations used when rigging equipment.

I have not yet provided evidence of this performance task.

2.3 describe the general safety precautions used when hoisting equipment

I can consistently describe the general safety precautions used when hoisting equipment.

I can usually describe the general safety precautions used when hoisting equipment.

I sometimes need assistance to describe the general safety precautions used when hoisting equipment.

I often need assistance to describe the general safety precautions used when hoisting equipment.

I have not yet provided evidence of this performance task.

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2.4 discuss the correct use and limitations of wire cable and rope, including cable attachments and rope knots

I can consistently discuss the correct use and limitations of wire cable and rope, including cable attachments and rope knots.

I can usually discuss the correct use and limitations of wire cable and rope, including cable attachments and rope knots.

I sometimes need assistance to discuss the correct use and limitations of wire cable and rope, including cable attachments and rope knots.

I often need assistance to discuss the correct use and limitations of wire cable and rope, including cable attachments and rope knots.

I have not yet provided evidence of this performance task.

2.5 list and describe common types of metal fasteners, such as screws, bolts, studs, nuts and washers

I can consistently list and describe common types of metal fasteners, such as screws, bolts, studs, nuts and washers.

I can usually list and describe common types of metal fasteners, such as screws, bolts, studs, nuts and washers.

I sometimes need assistance to list and describe common types of metal fasteners, such as screws, bolts, studs, nuts and washers.

I often need assistance to list and describe common types of metal fasteners, such as screws, bolts, studs, nuts and washers.

I have not yet provided evidence of this performance task.

3. describe the service and maintenance required for boilers

3.1 describe the general maintenance and servicing requirements for packaged fire-tube and cast iron sectional boilers

I can consistently describe the general maintenance and servicing requirements for packaged fire-tube and cast iron sectional boilers.

I can usually describe the general maintenance and servicing requirements for packaged fire-tube and cast iron sectional boilers.

I sometimes need assistance to describe the general maintenance and servicing requirements for packaged fire-tube and cast iron sectional boilers.

I often need assistance to describe the general maintenance and servicing requirements for packaged fire-tube and cast iron sectional boilers.

I have not yet provided evidence of this performance task.

3.2 identify the operational procedures for wet and dry boiler lay-ups

I can consistently identify the operational procedures for wet and dry boiler lay-ups.

I can usually identify the operational procedures for wet and dry boiler lay-ups.

I sometimes need assistance to identify the operational procedures for wet and dry boiler lay-ups.

I often need assistance to identify the operational procedures for wet and dry boiler lay-ups.

I have not yet provided evidence of this performance task.

3.3 describe ways of detecting fire tube and tubesheet leaks

I can consistently describe ways of detecting fire tube and tubesheet leaks.

I can usually describe ways of detecting fire tube and tubesheet leaks.

I sometimes need assistance to describe ways of detecting fire tube and tubesheet leaks.

I often need assistance to describe ways of detecting fire tube and tubesheet leaks.

I have not yet provided evidence of this performance task.

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3.4 describe the general procedure for the removal and replacement of defective fire tubes

I can consistently describe the general procedure for the removal and replacement of defective fire tubes.

I can usually describe the general procedure for the removal and replacement of defective fire tubes.

I sometimes need assistance to describe the general procedure for the removal and replacement of defective fire tubes.

I often need assistance to describe the general procedure for the removal and replacement of defective fire tubes.

I have not yet provided evidence of this performance task.

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4. discuss the procedure for preparing a boiler for inspection and cleaning and describe mechanical and chemical boiler cleaning methods

4.1 list the steps and precautions needed to prepare a boiler for inspection

I can consistently list the steps and precautions needed to prepare a boiler for inspection.

I can usually list the steps and precautions needed to prepare a boiler for inspection.

I sometimes need assistance to list the steps and precautions needed to prepare a boiler for inspection.

I often need assistance to list the steps and precautions needed to prepare a boiler for inspection.

I have not yet provided evidence of this performance task.

4.2 describe the internal inspection of a boiler

I can consistently describe the internal inspection of a boiler.

I can usually describe the internal inspection of a boiler.

I sometimes need assistance to describe the internal inspection of a boiler.

I often need assistance to describe the internal inspection of a boiler.

I have not yet provided evidence of this performance task.

4.3 describe the methods and tools used to mechanically clean boilers

I can consistently describe the methods and tools used to mechanically clean boilers.

I can usually describe the methods and tools used to mechanically clean boilers.

I sometimes need assistance to describe the methods and tools used to mechanically clean boilers.

I often need assistance to describe the methods and tools used to mechanically clean boilers.

I have not yet provided evidence of this performance task.

4.4 describe two methods used to chemically clean boilers

I can consistently describe two methods used to chemically clean boilers.

I can usually describe two methods used to chemically clean boilers.

I sometimes need assistance to describe two methods used to chemically clean boilers.

I often need assistance to describe two methods used to chemically clean boilers.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

4th Class Power Engineering Assessment CTS, TMT: PEN3037 / 123© Alberta Education, Alberta, Canada revised 2018

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3038: IN-PLANT WATER TREATMENT

Level: Advanced

Prerequisite: None

Description: Students will be able to describe water treatment principles, methods and equipment used in an energy plant.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

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COURSE PEN3038: IN-PLANT WATER TREATMENT

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. describe the general principles, methods and equipment used in preparing raw feedwater for steam production

2. describe the general principles, methods and equipment used for internal boiler water treatment

3. discuss the general principles, methods and equipment used for the treatment of condensate

4. discuss the general principles, methods and equipment used for the treatment of condenser water and their effects on the cooling tower

4th Class Power Engineering Assessment CTS, TMT: PEN3038 / 125© Alberta Education, Alberta, Canada revised 2018

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5. describe recirculating-water systems and their effects, treatment and tests

Teacher Signature Date

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COURSE PEN3038: IN-PLANT WATER TREATMENT

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. describe the general principles, methods and equipment used in preparing raw feedwater for steam production

1.1 describe typical impurities and their effects on plant and boiler water pre-treatment systems and their treatment process

I can consistently describe typical impurities and their effects on plant and boiler water pre-treatment systems and their treatment process.

I can usually describe typical impurities and their effects on plant and boiler water pre-treatment systems and their treatment process.

I sometimes need assistance to describe typical impurities and their effects on plant and boiler water pre-treatment systems and their treatment process.

I often need assistance to describe typical impurities and their effects on plant and boiler water pre-treatment systems and their treatment process.

I have not yet provided evidence of this performance task.

1.2 describe the equipment requirements for pre-treatment of energy plant water systems

I can consistently describe the equipment requirements for pre-treatment of energy plant water systems.

I can usually describe the equipment requirements for pre-treatment of energy plant water systems.

I sometimes need assistance to describe the equipment requirements for pre-treatment of energy plant water systems.

I often need assistance to describe the equipment requirements for pre-treatment of energy plant water systems.

I have not yet provided evidence of this performance task.

1.3 describe water filtration and the removal of suspended solids

I can consistently describe water filtration and the removal of suspended solids.

I can usually describe water filtration and the removal of suspended solids.

I sometimes need assistance to describe water filtration and the removal of suspended solids.

I often need assistance to describe water filtration and the removal of suspended solids.

I have not yet provided evidence of this performance task.

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1.4 describe the purpose, processes and equipment used in water softening

I can consistently describe the purpose, processes and equipment used in water softening.

I can usually describe the purpose, processes and equipment used in water softening.

I sometimes need assistance to describe the purpose, processes and equipment used in water softening.

I often need assistance to describe the purpose, processes and equipment used in water softening.

I have not yet provided evidence of this performance task.

1.5 describe the theory, processes and equipment used in deaeration

I can consistently describe the theory, processes and equipment used in deaeration.

I can usually describe the theory, processes and equipment used in deaeration.

I sometimes need assistance to describe the theory, processes and equipment used in deaeration.

I often need assistance to describe the theory, processes and equipment used in deaeration.

I have not yet provided evidence of this performance task.

2. describe the general principles, methods and equipment used for internal boiler water treatment

2.1 describe the types of problems and associated treatments related to internal boiler water contamination

I can consistently describe the types of problems and associated treatments related to internal boiler water contamination.

I can usually describe the types of problems and associated treatments related to internal boiler water contamination.

I sometimes need assistance to describe the types of problems and associated treatments related to internal boiler water contamination.

I often need assistance to describe the types of problems and associated treatments related to internal boiler water contamination.

I have not yet provided evidence of this performance task.

2.2 describe internal boiler feedwater chemical-feed systems

I can consistently describe internal boiler feedwater chemical-feed systems.

I can usually describe internal boiler feedwater chemical-feed systems.

I sometimes need assistance to describe internal boiler feedwater chemical-feed systems.

I often need assistance to describe internal boiler feedwater chemical-feed systems.

I have not yet provided evidence of this performance task.

2.3 describe standard boiler water tests, measurement and treatment

I can consistently describe standard boiler water tests, measurement and treatment.

I can usually describe standard boiler water tests, measurement and treatment.

I sometimes need assistance to describe standard boiler water tests, measurement and treatment.

I often need assistance to describe standard boiler water tests, measurement and treatment.

I have not yet provided evidence of this performance task.

3. discuss the general principles, methods and equipment used for the treatment of condensate

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3.1 describe condensate treatment and the effects of non-treatment

I can consistently describe condensate treatment and the effects of non-treatment.

I can usually describe condensate treatment and the effects of non-treatment.

I sometimes need assistance to describe condensate treatment and the effects of non-treatment.

I often need assistance to describe condensate treatment and the effects of non-treatment.

I have not yet provided evidence of this performance task.

3.2 describe the tests conducted on condensate

I can consistently describe the tests conducted on condensate.

I can usually describe the tests conducted on condensate.

I sometimes need assistance to describe the tests conducted on condensate.

I often need assistance to describe the tests conducted on condensate.

I have not yet provided evidence of this performance task.

4. discuss the general principles, methods and equipment used for the treatment of condenser water and their effects on the cooling tower

4.1 describe the effects of water on condensers and cooling-tower materials

I can consistently describe the effects of water on condensers and cooling-tower materials.

I can usually describe the effects of water on condensers and cooling-tower materials.

I sometimes need assistance to describe the effects of water on condensers and cooling-tower materials.

I often need assistance to describe the effects of water on condensers and cooling-tower materials.

I have not yet provided evidence of this performance task.

4.2 describe condenser water systems and water treatment

I can consistently describe condenser water systems and water treatment.

I can usually describe condenser water systems and water treatment.

I sometimes need assistance to describe condenser water systems and water treatment.

I often need assistance to describe condenser water systems and water treatment.

I have not yet provided evidence of this performance task.

4.3 describe cooling-tower and condenser water tests addressing common treatments

I can consistently describe cooling-tower and condenser water tests addressing common treatments.

I can usually describe cooling-tower and condenser water tests addressing common treatments.

I sometimes need assistance to describe cooling-tower and condenser water tests addressing common treatments.

I often need assistance to describe cooling-tower and condenser water tests addressing common treatments.

I have not yet provided evidence of this performance task.

5. describe recirculating-water systems and their effects, treatment and tests

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5.1 describe recirculating-water system corrosion and deposition

I can consistently describe recirculating-water system corrosion and deposition.

I can usually describe recirculating-water system corrosion and deposition.

I sometimes need assistance to describe recirculating-water system corrosion and deposition.

I often need assistance to describe recirculating-water system corrosion and deposition.

I have not yet provided evidence of this performance task.

5.2 describe the use of sacrificial anodes and measurement techniques to determine corrosion

I can consistently describe the use of sacrificial anodes and measurement techniques to determine corrosion.

I can usually describe the use of sacrificial anodes and measurement techniques to determine corrosion.

I sometimes need assistance to describe the use of sacrificial anodes and measurement techniques to determine corrosion.

I often need assistance to describe the use of sacrificial anodes and measurement techniques to determine corrosion.

I have not yet provided evidence of this performance task.

5.3 describe glycol-system testing requirements

I can consistently describe glycol-system testing requirements.

I can usually describe glycol-system testing requirements.

I sometimes need assistance to describe glycol-system testing requirements.

I often need assistance to describe glycol-system testing requirements.

I have not yet provided evidence of this performance task.

5.4 discuss the monitoring tools, procedures and tests used in recirculating-water systems

I can consistently discuss the monitoring tools, procedures and tests used in recirculating-water systems.

I can usually discuss the monitoring tools, procedures and tests used in recirculating-water systems.

I sometimes need assistance to discuss the monitoring tools, procedures and tests used in recirculating-water systems.

I often need assistance to discuss the monitoring tools, procedures and tests used in recirculating-water systems.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3039: PRIME MOVERS AND HEAT ENGINES

Level: Advanced

Prerequisite: None

Description: Students will be able to describe the conversion of heat energy into mechanical energy and the use and operation of steam and gas turbines, condensers and cooling towers and combustion engines in an energy plant.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3039 / 131© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3039: PRIME MOVERS AND HEAT ENGINES

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. discuss the historical conversion of heat energy into mechanical energy

2. describe the construction and operation of steam turbines

3. describe the operation and maintenance of condensers and cooling towers

4. describe the application, start-up, operation and maintenance required for gas turbines

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5. describe the application, construction and operation of internal combustion engines

Teacher Signature Date

4th Class Power Engineering Assessment CTS, TMT: PEN3039 / 133© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3039: PRIME MOVERS AND HEAT ENGINES

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. discuss the historical conversion of heat energy into mechanical energy

1.1 differentiate between the terms heat engine and prime mover

I can consistently differentiate between the terms heat engine and prime mover.

I can usually differentiate between the terms heat engine and prime mover.

I sometimes need assistance to differentiate between the terms heat engine and prime mover.

I often need assistance to differentiate between the terms heat engine and prime mover.

I have not yet provided evidence of this performance task.

1.2 discuss the history of the steam engine and the expansive power of steam

I can consistently discuss the history of the steam engine and the expansive power of steam.

I can usually discuss the history of the steam engine and the expansive power of steam.

I sometimes need assistance to discuss the history of the steam engine and the expansive power of steam.

I often need assistance to discuss the history of the steam engine and the expansive power of steam.

I have not yet provided evidence of this performance task.

2. describe the construction and operation of steam turbines

2.1 describe the principle of operation and major components of a steam turbine

I can consistently describe the principle of operation and major components of a steam turbine.

I can usually describe the principle of operation and major components of a steam turbine.

I sometimes need assistance to describe the principle of operation and major components of a steam turbine.

I often need assistance to describe the principle of operation and major components of a steam turbine.

I have not yet provided evidence of this performance task.

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2.2 describe the lubrication and sealing requirements for steam turbine shafts

I can consistently describe the lubrication and sealing requirements for steam turbine shafts.

I can usually describe the lubrication and sealing requirements for steam turbine shafts.

I sometimes need assistance to describe the lubrication and sealing requirements for steam turbine shafts.

I often need assistance to describe the lubrication and sealing requirements for steam turbine shafts.

I have not yet provided evidence of this performance task.

2.3 describe how the rotational speed of a steam turbine is governed and controlled

I can consistently describe how the rotational speed of a steam turbine is governed and controlled.

I can usually describe how the rotational speed of a steam turbine is governed and controlled.

I sometimes need assistance to describe how the rotational speed of a steam turbine is governed and controlled.

I often need assistance to describe how the rotational speed of a steam turbine is governed and controlled.

I have not yet provided evidence of this performance task.

2.4 list the steps to follow in a typical steam turbine start-up and shutdown

I can consistently list the steps to follow in a typical steam turbine start-up and shutdown.

I can usually list the steps to follow in a typical steam turbine start-up and shutdown.

I sometimes need assistance to list the steps to follow in a typical steam turbine start-up and shutdown.

I often need assistance to list the steps to follow in a typical steam turbine start-up and shutdown.

I have not yet provided evidence of this performance task.

3. describe the operation and maintenance of condensers and cooling towers

3.1 explain the construction and operation of condensers and how they relate to the operation of cooling towers

I can consistently explain the construction and operation of condensers and how they relate to the operation of cooling towers.

I can usually explain the construction and operation of condensers and how they relate to the operation of cooling towers.

I sometimes need assistance to explain the construction and operation of condensers and how they relate to the operation of cooling towers.

I often need assistance to explain the construction and operation of condensers and how they relate to the operation of cooling towers.

I have not yet provided evidence of this performance task.

3.2 explain the principle of operation, the purpose and the major components of cooling towers

I can consistently explain the principle of operation, the purpose and the major components of cooling towers.

I can usually explain the principle of operation, the purpose and the major components of cooling towers.

I sometimes need assistance to explain the principle of operation, the purpose and the major components of cooling towers.

I often need assistance to explain the principle of operation, the purpose and the major components of cooling towers.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3039 / 135© Alberta Education, Alberta, Canada revised 2018

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3.3 describe the construction and operation of natural draft cooling towers

I can consistently describe the construction and operation of natural draft cooling towers.

I can usually describe the construction and operation of natural draft cooling towers.

I sometimes need assistance to describe the construction and operation of natural draft cooling towers.

I often need assistance to describe the construction and operation of natural draft cooling towers.

I have not yet provided evidence of this performance task.

3.4 describe the construction and operation of mechanical draft cooling towers

I can consistently describe the construction and operation of mechanical draft cooling towers.

I can usually describe the construction and operation of mechanical draft cooling towers.

I sometimes need assistance to describe the construction and operation of mechanical draft cooling towers.

I often need assistance to describe the construction and operation of mechanical draft cooling towers.

I have not yet provided evidence of this performance task.

3.5 discuss cold-climate operation for cooling towers

I can consistently discuss cold-climate operation for cooling towers.

I can usually discuss cold-climate operation for cooling towers.

I sometimes need assistance to discuss cold-climate operation for cooling towers.

I often need assistance to discuss cold-climate operation for cooling towers.

I have not yet provided evidence of this performance task.

3.6 explain typical problems and resolutions required within the operation of cooling towers

I can consistently explain typical problems and resolutions required within the operation of cooling towers.

I can usually explain typical problems and resolutions required within the operation of cooling towers.

I sometimes need assistance to explain typical problems and resolutions required within the operation of cooling towers.

I often need assistance to explain typical problems and resolutions required within the operation of cooling towers.

I have not yet provided evidence of this performance task.

4. describe the application, start-up, operation and maintenance required for gas turbines

4.1 describe the principle of construction and operation of gas turbines

I can consistently describe the principle of construction and operation of gas turbines.

I can usually describe the principle of construction and operation of gas turbines.

I sometimes need assistance to describe the principle of construction and operation of gas turbines.

I often need assistance to describe the principle of construction and operation of gas turbines.

I have not yet provided evidence of this performance task.

4.2 identify the operational characteristics of gas turbines

I can consistently identify the operational characteristics of gas turbines.

I can usually identify the operational characteristics of gas turbines.

I sometimes need assistance to identify the operational characteristics of gas turbines.

I often need assistance to identify the operational characteristics of gas turbines.

I have not yet provided evidence of this performance task.

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4.3 describe regeneration and combined steam-gas turbine operating cycles

I can consistently describe regeneration and combined steam-gas turbine operating cycles.

I can usually describe regeneration and combined steam-gas turbine operating cycles.

I sometimes need assistance to describe regeneration and combined steam-gas turbine operating cycles.

I often need assistance to describe regeneration and combined steam-gas turbine operating cycles.

I have not yet provided evidence of this performance task.

4.4 describe the key elements of gas turbine start-up, operation and auxiliaries

I can consistently describe the key elements of gas turbine start-up, operation and auxiliaries.

I can usually describe the key elements of gas turbine start-up, operation and auxiliaries.

I sometimes need assistance to describe the key elements of gas turbine start-up, operation and auxiliaries.

I often need assistance to describe the key elements of gas turbine start-up, operation and auxiliaries.

I have not yet provided evidence of this performance task.

5. describe the application, construction and operation of internal combustion engines

5.1 discuss the fuels used in internal combustion engines

I can consistently discuss the fuels used in internal combustion engines.

I can usually discuss the fuels used in internal combustion engines.

I sometimes need assistance to discuss the fuels used in internal combustion engines.

I often need assistance to discuss the fuels used in internal combustion engines.

I have not yet provided evidence of this performance task.

5.2 describe the working cycles of the four-stroke and two-stroke spark ignition engines

I can consistently describe the working cycles of the four-stroke and two-stroke spark ignition engines.

I can usually describe the working cycles of the four-stroke and two-stroke spark ignition engines.

I sometimes need assistance to describe the working cycles of the four-stroke and two-stroke spark ignition engines.

I often need assistance to describe the working cycles of the four-stroke and two-stroke spark ignition engines.

I have not yet provided evidence of this performance task.

5.3 describe the working cycle of the four-stroke compression ignition (i.e., diesel) cycle

I can consistently describe the working cycle of the four-stroke compression ignition (i.e., diesel) cycle.

I can usually describe the working cycle of the four-stroke compression ignition (i.e., diesel) cycle.

I sometimes need assistance to describe the working cycle of the four-stroke compression ignition (i.e., diesel) cycle.

I often need assistance to describe the working cycle of the four-stroke compression ignition (i.e., diesel) cycle.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3039 / 137© Alberta Education, Alberta, Canada revised 2018

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5.4 describe the construction of basic spark and compression cycle engines

I can consistently describe the construction of basic spark and compression cycle engines.

I can usually describe the construction of basic spark and compression cycle engines.

I sometimes need assistance to describe the construction of basic spark and compression cycle engines.

I often need assistance to describe the construction of basic spark and compression cycle engines.

I have not yet provided evidence of this performance task.

5.5 explain the basic operating considerations for diesel engines

I can consistently explain the basic operating considerations for diesel engines.

I can usually explain the basic operating considerations for diesel engines.

I sometimes need assistance to explain the basic operating considerations for diesel engines.

I often need assistance to explain the basic operating considerations for diesel engines.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

138 / CTS, TMT: PEN3039 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3040: AUXILIARY BUILDING SYSTEMS

Level: Advanced

Prerequisite: None

Description: Students will be able to describe various lighting systems, water supply systems and drainage systems used in energy facilities.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3041 / 139© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3040: AUXILIARY BUILDING SYSTEMS

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. explain the various lighting systems and some of the basic design considerations for lighting a space

2. explain the various water supply systems used in buildings and plants

3. describe the design and components of various drainage systems used in facilities

Teacher Signature Date

140 / CTS, TMT: PEN3041 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3040: AUXILIARY BUILDING SYSTEMS

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. explain the various lighting systems and some of the basic design considerations for lighting a space

1.1 describe the common types of lighting equipment and systems

I can consistently describe the common types of lighting equipment and systems.

I can usually describe the common types of lighting equipment and systems.

I sometimes need assistance to describe the common types of lighting equipment and systems.

I often need assistance to describe the common types of lighting equipment and systems.

I have not yet provided evidence of this performance task.

1.2 discuss the different types of artificial light sources

I can consistently discuss the different types of artificial light sources.

I can usually discuss the different types of artificial light sources.

I sometimes need assistance to discuss the different types of artificial light sources.

I often need assistance to discuss the different types of artificial light sources.

I have not yet provided evidence of this performance task.

1.3 explain the various methods of lighting control

I can consistently explain the various methods of lighting control.

I can usually explain the various methods of lighting control.

I sometimes need assistance to explain the various methods of lighting control.

I often need assistance to explain the various methods of lighting control.

I have not yet provided evidence of this performance task.

1.4 describe the general requirements and criteria for emergency lighting in buildings

I can consistently describe the general requirements and criteria for emergency lighting in buildings.

I can usually describe the general requirements and criteria for emergency lighting in buildings.

I sometimes need assistance to describe the general requirements and criteria for emergency lighting in buildings.

I often need assistance to describe the general requirements and criteria for emergency lighting in buildings.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3041 / 141© Alberta Education, Alberta, Canada revised 2018

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1.5 discuss the interrelationship between lighting, air conditioning and energy conservation in buildings

I can consistently discuss the interrelationship between lighting, air conditioning and energy conservation in buildings.

I can usually discuss the interrelationship between lighting, air conditioning and energy conservation in buildings.

I sometimes need assistance to discuss the interrelationship between lighting, air conditioning and energy conservation in buildings.

I often need assistance to discuss the interrelationship between lighting, air conditioning and energy conservation in buildings.

I have not yet provided evidence of this performance task.

2. explain the various water supply systems used in buildings and plants

2.1 describe the cold-water distribution system in buildings and plants

I can consistently describe the cold-water distribution system in buildings and plants.

I can usually describe the cold-water distribution system in buildings and plants.

I sometimes need assistance to describe the cold-water distribution system in buildings and plants.

I often need assistance to describe the cold-water distribution system in buildings and plants.

I have not yet provided evidence of this performance task.

2.2 describe the hot-water distribution system in buildings and plants

I can consistently describe the hot-water distribution system in buildings and plants.

I can usually describe the hot-water distribution system in buildings and plants.

I sometimes need assistance to describe the hot-water distribution system in buildings and plants.

I often need assistance to describe the hot-water distribution system in buildings and plants.

I have not yet provided evidence of this performance task.

2.3 describe the construction and operation of building system hot-water heaters, including temperature regulation

I can consistently describe the construction and operation of building system hot-water heaters, including temperature regulation.

I can usually describe the construction and operation of building system hot-water heaters, including temperature regulation.

I sometimes need assistance to describe the construction and operation of building system hot-water heaters, including temperature regulation.

I often need assistance to describe the construction and operation of building system hot-water heaters, including temperature regulation.

I have not yet provided evidence of this performance task.

2.4 describe the construction and operation of water system protective devices in buildings

I can consistently describe the construction and operation of water system protective devices in buildings.

I can usually describe the construction and operation of water system protective devices in buildings.

I sometimes need assistance to describe the construction and operation of water system protective devices in buildings.

I often need assistance to describe the construction and operation of water system protective devices in buildings.

I have not yet provided evidence of this performance task.

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2.5 explain what is meant by backflow prevention and describe the common methods used

I can consistently explain what is meant by backflow prevention and describe the common methods used.

I can usually explain what is meant by backflow prevention and describe the common methods used.

I sometimes need assistance to explain what is meant by backflow prevention and describe the common methods used.

I often need assistance to explain what is meant by backflow prevention and describe the common methods used.

I have not yet provided evidence of this performance task.

2.6 describe the maintenance requirements for the components in a building water distribution system

I can consistently describe the maintenance requirements for the components in a building water distribution system.

I can usually describe the maintenance requirements for the components in a building water distribution system.

I sometimes need assistance to describe the maintenance requirements for the components in a building water distribution system.

I often need assistance to describe the maintenance requirements for the components in a building water distribution system.

I have not yet provided evidence of this performance task.

3. describe the design and components of various drainage systems used in facilities

3.1 describe the overall layout of building drainage systems

I can consistently describe the overall layout of building drainage systems.

I can usually describe the overall layout of building drainage systems.

I sometimes need assistance to describe the overall layout of building drainage systems.

I often need assistance to describe the overall layout of building drainage systems.

I have not yet provided evidence of this performance task.

3.2 describe stormwater drainage systems for buildings

I can consistently describe stormwater drainage systems for buildings.

I can usually describe stormwater drainage systems for buildings.

I sometimes need assistance to describe stormwater drainage systems for buildings.

I often need assistance to describe stormwater drainage systems for buildings.

I have not yet provided evidence of this performance task.

3.3 describe how surface runoff is managed to minimize environmental impact

I can consistently describe how surface runoff is managed to minimize environmental impact.

I can usually describe how surface runoff is managed to minimize environmental impact.

I sometimes need assistance to describe how surface runoff is managed to minimize environmental impact.

I often need assistance to describe how surface runoff is managed to minimize environmental impact.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

4th Class Power Engineering Assessment CTS, TMT: PEN3041 / 143© Alberta Education, Alberta, Canada revised 2018

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3041: REFRIGERATION

Level: Advanced

Prerequisite: None

Description: Students will be able to explain refrigeration, the properties of refrigerants and the operation and the maintenance of compression and absorption refrigeration systems.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

144 / CTS, TMT: PEN3041 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3041: REFRIGERATION

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. explain the basic concept of refrigeration and refrigerants

2. describe the operating principles of compression refrigeration systems

3. describe the purposes and operating principles of refrigeration system operational and safety controls

4. describe the operating principle, maintenance and operation of absorption refrigeration systems

Teacher Signature Date

4th Class Power Engineering Assessment CTS, TMT: PEN3041 / 145© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3041: REFRIGERATION

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. explain the basic concept of refrigeration and refrigerants

1.1 explain the fundamentals of refrigeration

I can consistently explain the fundamentals of refrigeration.

I can usually explain the fundamentals of refrigeration.

I sometimes need assistance to explain the fundamentals of refrigeration.

I often need assistance to explain the fundamentals of refrigeration.

I have not yet provided evidence of this performance task.

1.2 describe the cycle of operations in a vapour-compression refrigeration system

I can consistently describe the cycle of operations in a vapour-compression refrigeration system.

I can usually describe the cycle of operations in a vapour-compression refrigeration system.

I sometimes need assistance to describe the cycle of operations in a vapour-compression refrigeration system.

I often need assistance to describe the cycle of operations in a vapour-compression refrigeration system.

I have not yet provided evidence of this performance task.

1.3 explain how operating temperatures and pressures are selected and related for a vapour-compression refrigeration system

I can consistently explain how operating temperatures and pressures are selected and related for a vapour-compression refrigeration system.

I can usually explain how operating temperatures and pressures are selected and related for a vapour-compression refrigeration system.

I sometimes need assistance to explain how operating temperatures and pressures are selected and related for a vapour-compression refrigeration system.

I often need assistance to explain how operating temperatures and pressures are selected and related for a vapour-compression refrigeration system.

I have not yet provided evidence of this performance task.

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1.4 state how the capacity of a refrigeration system is described and how refrigeration tables are used to calculate system performance

I can consistently state how the capacity of a refrigeration system is described and how refrigeration tables are used to calculate system performance.

I can usually state how the capacity of a refrigeration system is described and how refrigeration tables are used to calculate system performance.

I sometimes need assistance to state how the capacity of a refrigeration system is described and how refrigeration tables are used to calculate system performance.

I often need assistance to state how the capacity of a refrigeration system is described and how refrigeration tables are used to calculate system performance.

I have not yet provided evidence of this performance task.

1.5 describe how refrigerants are classified

I can consistently describe how refrigerants are classified.

I can usually describe how refrigerants are classified.

I sometimes need assistance to describe how refrigerants are classified.

I often need assistance to describe how refrigerants are classified.

I have not yet provided evidence of this performance task.

1.6 describe the thermodynamic properties of refrigerants

I can consistently describe the thermodynamic properties of refrigerants.

I can usually describe the thermodynamic properties of refrigerants.

I sometimes need assistance to describe the thermodynamic properties of refrigerants.

I often need assistance to describe the thermodynamic properties of refrigerants.

I have not yet provided evidence of this performance task.

1.7 describe the properties of refrigerants relating to miscibility, leakage tendency, odour, moisture reaction, toxicity and flammability

I can consistently describe the properties of refrigerants relating to miscibility, leakage tendency, odour, moisture reaction, toxicity and flammability.

I can usually describe the properties of refrigerants relating to miscibility, leakage tendency, odour, moisture reaction, toxicity and flammability.

I sometimes need assistance to describe the properties of refrigerants relating to miscibility, leakage tendency, odour, moisture reaction, toxicity and flammability.

I often need assistance to describe the properties of refrigerants relating to miscibility, leakage tendency, odour, moisture reaction, toxicity and flammability.

I have not yet provided evidence of this performance task.

1.8 describe the safety concerns of common refrigerants, such as R 717, CFCs and HCFCs

I can consistently describe the safety concerns of common refrigerants, such as R 717, CFCs and HCFCs.

I can usually describe the safety concerns of common refrigerants, such as R 717, CFCs and HCFCs.

I sometimes need assistance to describe the safety concerns of common refrigerants, such as R 717, CFCs and HCFCs.

I often need assistance to describe the safety concerns of common refrigerants, such as R 717, CFCs and HCFCs.

I have not yet provided evidence of this performance task.

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2. describe the operating principles of compression refrigeration systems

2.1 describe the basic layout of compression refrigeration systems

I can consistently describe the basic layout of compression refrigeration systems.

I can usually describe the basic layout of compression refrigeration systems.

I sometimes need assistance to describe the basic layout of compression refrigeration systems.

I often need assistance to describe the basic layout of compression refrigeration systems.

I have not yet provided evidence of this performance task.

2.2 distinguish between direct and indirect refrigeration systems

I can consistently distinguish between direct and indirect refrigeration systems.

I can usually distinguish between direct and indirect refrigeration systems.

I sometimes need assistance to distinguish between direct and indirect refrigeration systems.

I often need assistance to distinguish between direct and indirect refrigeration systems.

I have not yet provided evidence of this performance task.

2.3 describe the layout of packaged refrigeration systems and the role of a refrigeration economizer

I can consistently describe the layout of packaged refrigeration systems and the role of a refrigeration economizer.

I can usually describe the layout of packaged refrigeration systems and the role of a refrigeration economizer.

I sometimes need assistance to describe the layout of packaged refrigeration systems and the role of a refrigeration economizer.

I often need assistance to describe the layout of packaged refrigeration systems and the role of a refrigeration economizer.

I have not yet provided evidence of this performance task.

2.4 describe the special types of refrigeration compressors and how regular compressors are adapted for refrigeration use

I can consistently describe the special types of refrigeration compressors and how regular compressors are adapted for refrigeration use.

I can usually describe the special types of refrigeration compressors and how regular compressors are adapted for refrigeration use.

I sometimes need assistance to describe the special types of refrigeration compressors and how regular compressors are adapted for refrigeration use.

I often need assistance to describe the special types of refrigeration compressors and how regular compressors are adapted for refrigeration use.

I have not yet provided evidence of this performance task.

2.5 describe the special designs of refrigeration system evaporators and condensers

I can consistently describe the special designs of refrigeration system evaporators and condensers.

I can usually describe the special designs of refrigeration system evaporators and condensers.

I sometimes need assistance to describe the special designs of refrigeration system evaporators and condensers.

I often need assistance to describe the special designs of refrigeration system evaporators and condensers.

I have not yet provided evidence of this performance task.

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2.6 discuss refrigeration condenser operation and maintenance requirements

I can consistently discuss refrigeration condenser operation and maintenance requirements.

I can usually discuss refrigeration condenser operation and maintenance requirements.

I sometimes need assistance to discuss refrigeration condenser operation and maintenance requirements.

I often need assistance to discuss refrigeration condenser operation and maintenance requirements.

I have not yet provided evidence of this performance task.

3. describe the purposes and operating principles of refrigeration system operational and safety controls

3.1 describe the special application of controls in a refrigeration system

I can consistently describe the special application of controls in a refrigeration system.

I can usually describe the special application of controls in a refrigeration system.

I sometimes need assistance to describe the special application of controls in a refrigeration system.

I often need assistance to describe the special application of controls in a refrigeration system.

I have not yet provided evidence of this performance task.

3.2 list the safety shutdown devices specific to centrifugal compressor water chillers

I can consistently list the safety shutdown devices specific to centrifugal compressor water chillers.

I can usually list the safety shutdown devices specific to centrifugal compressor water chillers.

I sometimes need assistance to list the safety shutdown devices specific to centrifugal compressor water chillers.

I often need assistance to list the safety shutdown devices specific to centrifugal compressor water chillers.

I have not yet provided evidence of this performance task.

3.3 describe typical refrigeration system safety shutdown devices

I can consistently describe typical refrigeration system safety shutdown devices.

I can usually describe typical refrigeration system safety shutdown devices.

I sometimes need assistance to describe typical refrigeration system safety shutdown devices.

I often need assistance to describe typical refrigeration system safety shutdown devices.

I have not yet provided evidence of this performance task.

3.4 describe the construction and operation of compression refrigeration cycle expansion valves

I can consistently describe the construction and operation of compression refrigeration cycle expansion valves.

I can usually describe the construction and operation of compression refrigeration cycle expansion valves.

I sometimes need assistance to describe the construction and operation of compression refrigeration cycle expansion valves.

I often need assistance to describe the construction and operation of compression refrigeration cycle expansion valves.

I have not yet provided evidence of this performance task.

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3.5 describe the different methods used to control the capacity of evaporators

I can consistently describe the different methods used to control the capacity of evaporators.

I can usually describe the different methods used to control the capacity of evaporators.

I sometimes need assistance to describe the different methods used to control the capacity of evaporators.

I often need assistance to describe the different methods used to control the capacity of evaporators.

I have not yet provided evidence of this performance task.

3.6 describe the different methods used to control the capacity of refrigeration compressors

I can consistently describe the different methods used to control the capacity of refrigeration compressors.

I can usually describe the different methods used to control the capacity of refrigeration compressors.

I sometimes need assistance to describe the different methods used to control the capacity of refrigeration compressors.

I often need assistance to describe the different methods used to control the capacity of refrigeration compressors.

I have not yet provided evidence of this performance task.

3.7 discuss refrigeration auxiliaries

I can consistently discuss refrigeration auxiliaries.

I can usually discuss refrigeration auxiliaries.

I sometimes need assistance to discuss refrigeration auxiliaries.

I often need assistance to discuss refrigeration auxiliaries.

I have not yet provided evidence of this performance task.

3.8 identify procedures for refrigeration system leak tests

I can consistently identify procedures for refrigeration system leak tests.

I can usually identify procedures for refrigeration system leak tests.

I sometimes need assistance to identify procedures for refrigeration system leak tests.

I often need assistance to identify procedures for refrigeration system leak tests.

I have not yet provided evidence of this performance task.

3.9 describe how a refrigeration system is dried and charged prior to start-up

I can consistently describe how a refrigeration system is dried and charged prior to start-up.

I can usually describe how a refrigeration system is dried and charged prior to start-up.

I sometimes need assistance to describe how a refrigeration system is dried and charged prior to start-up.

I often need assistance to describe how a refrigeration system is dried and charged prior to start-up.

I have not yet provided evidence of this performance task.

3.10 list the steps for adding oil to an in-service refrigeration compressor

I can consistently list the steps for adding oil to an in-service refrigeration compressor.

I can usually list the steps for adding oil to an in-service refrigeration compressor.

I sometimes need assistance to list the steps for adding oil to an in-service refrigeration compressor.

I often need assistance to list the steps for adding oil to an in-service refrigeration compressor.

I have not yet provided evidence of this performance task.

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3.11 describe the start-up and shutdown procedures for a compression refrigeration system

I can consistently describe the start-up and shutdown procedures for a compression refrigeration system.

I can usually describe the start-up and shutdown procedures for a compression refrigeration system.

I sometimes need assistance to describe the start-up and shutdown procedures for a compression refrigeration system.

I often need assistance to describe the start-up and shutdown procedures for a compression refrigeration system.

I have not yet provided evidence of this performance task.

3.12 describe operational log sheets and preventative maintenance procedures for refrigeration systems

I can consistently describe operational log sheets and preventative maintenance procedures for refrigeration systems.

I can usually describe operational log sheets and preventative maintenance procedures for refrigeration systems.

I sometimes need assistance to describe operational log sheets and preventative maintenance procedures for refrigeration systems.

I often need assistance to describe operational log sheets and preventative maintenance procedures for refrigeration systems.

I have not yet provided evidence of this performance task.

3.13 describe how a refrigeration system is purged of non-condensable gases

I can consistently describe how a refrigeration system is purged of non-condensable gases.

I can usually describe how a refrigeration system is purged of non-condensable gases.

I sometimes need assistance to describe how a refrigeration system is purged of non-condensable gases.

I often need assistance to describe how a refrigeration system is purged of non-condensable gases.

I have not yet provided evidence of this performance task.

3.14 describe condenser operation and maintenance

I can consistently describe condenser operation and maintenance.

I can usually describe condenser operation and maintenance.

I sometimes need assistance to describe condenser operation and maintenance.

I often need assistance to describe condenser operation and maintenance.

I have not yet provided evidence of this performance task.

3.15 explain typical problems and resolution related to refrigeration systems

I can consistently explain typical problems and resolution related to refrigeration systems.

I can usually explain typical problems and resolution related to refrigeration systems.

I sometimes need assistance to explain typical problems and resolution related to refrigeration systems.

I often need assistance to explain typical problems and resolution related to refrigeration systems.

I have not yet provided evidence of this performance task.

4. describe the operating principle, maintenance and operation of absorption refrigeration systems

4.1 describe the basic absorption system, comparing differences to the compression system

I can consistently describe the basic absorption system, comparing differences to the compression system.

I can usually describe the basic absorption system, comparing differences to the compression system.

I sometimes need assistance to describe the basic absorption system, comparing differences to the compression system.

I often need assistance to describe the basic absorption system, comparing differences to the compression system.

I have not yet provided evidence of this performance task.

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4.2 describe the theory and operation of an ammonia absorption refrigeration system

I can consistently describe the theory and operation of an ammonia absorption refrigeration system.

I can usually describe the theory and operation of an ammonia absorption refrigeration system.

I sometimes need assistance to describe the theory and operation of an ammonia absorption refrigeration system.

I often need assistance to describe the theory and operation of an ammonia absorption refrigeration system.

I have not yet provided evidence of this performance task.

4.3 describe the theory and operation of a lithium bromide absorption refrigeration system

I can consistently describe the theory and operation of a lithium bromide absorption refrigeration system.

I can usually describe the theory and operation of a lithium bromide absorption refrigeration system.

I sometimes need assistance to describe the theory and operation of a lithium bromide absorption refrigeration system.

I often need assistance to describe the theory and operation of a lithium bromide absorption refrigeration system.

I have not yet provided evidence of this performance task.

4.4 explain the operation of absorption refrigeration systems with respect to crystallization and dilution

I can consistently explain the operation of absorption refrigeration systems with respect to crystallization and dilution.

I can usually explain the operation of absorption refrigeration systems with respect to crystallization and dilution.

I sometimes need assistance to explain the operation of absorption refrigeration systems with respect to crystallization and dilution.

I often need assistance to explain the operation of absorption refrigeration systems with respect to crystallization and dilution.

I have not yet provided evidence of this performance task.

4.5 describe the major parts/systems of an absorption system, including heat exchanger bypass system, pump motor cooling and lubrication and purging system

I can consistently describe the major parts/systems of an absorption system, including heat exchanger bypass system, pump motor cooling and lubrication and purging system.

I can usually describe the major parts/systems of an absorption system, including heat exchanger bypass system, pump motor cooling and lubrication and purging system.

I sometimes need assistance to describe the major parts/systems of an absorption system, including heat exchanger bypass system, pump motor cooling and lubrication and purging system.

I often need assistance to describe the major parts/systems of an absorption system, including heat exchanger bypass system, pump motor cooling and lubrication and purging system.

I have not yet provided evidence of this performance task.

4.6 describe the start-up and shutdown procedures for an absorption refrigeration system

I can consistently describe the start-up and shutdown procedures for an absorption refrigeration system.

I can usually describe the start-up and shutdown procedures for an absorption refrigeration system.

I sometimes need assistance to describe the start-up and shutdown procedures for an absorption refrigeration system.

I often need assistance to describe the start-up and shutdown procedures for an absorption refrigeration system.

I have not yet provided evidence of this performance task.

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4.7 describe the preventive maintenance that should be performed on an absorption refrigeration system

I can consistently describe the preventive maintenance that should be performed on an absorption refrigeration system.

I can usually describe the preventive maintenance that should be performed on an absorption refrigeration system.

I sometimes need assistance to describe the preventive maintenance that should be performed on an absorption refrigeration system.

I often need assistance to describe the preventive maintenance that should be performed on an absorption refrigeration system.

I have not yet provided evidence of this performance task.

4.8 explain typical problems and resolutions related to an absorption refrigeration system

I can consistently explain typical problems and resolutions related to an absorption refrigeration system.

I can usually explain typical problems and resolutions related to an absorption refrigeration system.

I sometimes need assistance to explain typical problems and resolutions related to an absorption refrigeration system.

I often need assistance to explain typical problems and resolutions related to an absorption refrigeration system.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3042: HEATING, VENTILATING AND AIR CONDITIONING

Level: Advanced

Prerequisite: None

Description: Students will be able to describe methods for air distribution, conditioning and humidification used in buildings and energy plants.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

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COURSE PEN3042: HEATING, VENTILATING AND AIR CONDITIONING

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. explain the methods and techniques for conditioning air for energy plants and buildings

2. explain the equipment and principles of humidification

3. describe airflow behaviour and the movement of air through distribution systems

4. describe various ventilation systems, including various types of air filters used in these systems

5. describe the designs and components of duct systems used in HVAC applications

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6. describe the various types and operation of coils used in HVAC systems

Teacher Signature Date

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COURSE PEN3042: HEATING, VENTILATING AND AIR CONDITIONING

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. explain the methods and techniques for conditioning air for energy plants and buildings

1.1 discuss the process to condition air for human comfort and health

I can consistently discuss the process to condition air for human comfort and health.

I can usually discuss the process to condition air for human comfort and health.

I sometimes need assistance to discuss the process to condition air for human comfort and health.

I often need assistance to discuss the process to condition air for human comfort and health.

I have not yet provided evidence of this performance task.

1.2 list the categories and functions of heating, ventilating and air conditioning (HVAC) systems

I can consistently list the categories and functions of heating, ventilating and air conditioning (HVAC) systems.

I can usually list the categories and functions of heating, ventilating and air conditioning (HVAC) systems.

I sometimes need assistance to list the categories and functions of heating, ventilating and air conditioning (HVAC) systems.

I often need assistance to list the categories and functions of heating, ventilating and air conditioning (HVAC) systems.

I have not yet provided evidence of this performance task.

1.3 describe the operation of air-handling units

I can consistently describe the operation of air-handling units.

I can usually describe the operation of air-handling units.

I sometimes need assistance to describe the operation of air-handling units.

I often need assistance to describe the operation of air-handling units.

I have not yet provided evidence of this performance task.

1.4 define the terms humidity, relative humidity and dew point

I can consistently define the terms humidity, relative humidity and dew point.

I can usually define the terms humidity, relative humidity and dew point.

I sometimes need assistance to define the terms humidity, relative humidity and dew point.

I often need assistance to define the terms humidity, relative humidity and dew point.

I have not yet provided evidence of this performance task.

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1.5 define the terms dry-bulb temperature and wet-bulb temperature and describe how they relate to relative humidity

I can consistently define the terms dry-bulb temperature and wet-bulb temperature and describe how they relate to relative humidity.

I can usually define the terms dry-bulb temperature and wet-bulb temperature and describe how they relate to relative humidity.

I sometimes need assistance to define the terms dry-bulb temperature and wet-bulb temperature and describe how they relate to relative humidity.

I often need assistance to define the terms dry-bulb temperature and wet-bulb temperature and describe how they relate to relative humidity.

I have not yet provided evidence of this performance task.

2. explain the equipment and principles of humidification

2.1 describe the general purpose and principles of humidification

I can consistently describe the general purpose and principles of humidification.

I can usually describe the general purpose and principles of humidification.

I sometimes need assistance to describe the general purpose and principles of humidification.

I often need assistance to describe the general purpose and principles of humidification.

I have not yet provided evidence of this performance task.

2.2 describe residential and warm-air types of humidifiers

I can consistently describe residential and warm-air types of humidifiers.

I can usually describe residential and warm-air types of humidifiers.

I sometimes need assistance to describe residential and warm-air types of humidifiers.

I often need assistance to describe residential and warm-air types of humidifiers.

I have not yet provided evidence of this performance task.

2.3 describe industrial and commercial types of humidifiers

I can consistently describe industrial and commercial types of humidifiers.

I can usually describe industrial and commercial types of humidifiers.

I sometimes need assistance to describe industrial and commercial types of humidifiers.

I often need assistance to describe industrial and commercial types of humidifiers.

I have not yet provided evidence of this performance task.

3. describe airflow behaviour and the movement of air through distribution systems

3.1 discuss the theory of airflow and pressure conversions

I can consistently discuss the theory of airflow and pressure conversions.

I can usually discuss the theory of airflow and pressure conversions.

I sometimes need assistance to discuss the theory of airflow and pressure conversions.

I often need assistance to discuss the theory of airflow and pressure conversions.

I have not yet provided evidence of this performance task.

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3.2 describe the major types of air-handling fans and their construction and operation

I can consistently describe the major types of air-handling fans and their construction and operation.

I can usually describe the major types of air-handling fans and their construction and operation.

I sometimes need assistance to describe the major types of air-handling fans and their construction and operation.

I often need assistance to describe the major types of air-handling fans and their construction and operation.

I have not yet provided evidence of this performance task.

3.3 interpret fan-performance curves

I can consistently interpret fan-performance curves.

I can usually interpret fan-performance curves.

I sometimes need assistance to interpret fan-performance curves.

I often need assistance to interpret fan-performance curves.

I have not yet provided evidence of this performance task.

3.4 describe fan motors, drives and belt guards

I can consistently describe fan motors, drives and belt guards.

I can usually describe fan motors, drives and belt guards.

I sometimes need assistance to describe fan motors, drives and belt guards.

I often need assistance to describe fan motors, drives and belt guards.

I have not yet provided evidence of this performance task.

3.5 describe fan-volume controls

I can consistently describe fan-volume controls.

I can usually describe fan-volume controls.

I sometimes need assistance to describe fan-volume controls.

I often need assistance to describe fan-volume controls.

I have not yet provided evidence of this performance task.

4. describe various ventilation systems, including various types of air filters used in these systems

4.1 explain the difference between natural and mechanical ventilation

I can consistently explain the difference between natural and mechanical ventilation.

I can usually explain the difference between natural and mechanical ventilation.

I sometimes need assistance to explain the difference between natural and mechanical ventilation.

I often need assistance to explain the difference between natural and mechanical ventilation.

I have not yet provided evidence of this performance task.

4.2 describe the various contaminants found in air

I can consistently describe the various contaminants found in air.

I can usually describe the various contaminants found in air.

I sometimes need assistance to describe the various contaminants found in air.

I often need assistance to describe the various contaminants found in air.

I have not yet provided evidence of this performance task.

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4.3 describe the types of air-cleaning devices used in industrial/commercial buildings

I can consistently describe the types of air-cleaning devices used in industrial/commercial buildings.

I can usually describe the types of air-cleaning devices used in industrial/commercial buildings.

I sometimes need assistance to describe the types of air-cleaning devices used in industrial/commercial buildings.

I often need assistance to describe the types of air-cleaning devices used in industrial/commercial buildings.

I have not yet provided evidence of this performance task.

5. describe the designs and components of duct systems used in HVAC applications

5.1 explain how systems of air ducts are classified

I can consistently explain how systems of air ducts are classified.

I can usually explain how systems of air ducts are classified.

I sometimes need assistance to explain how systems of air ducts are classified.

I often need assistance to explain how systems of air ducts are classified.

I have not yet provided evidence of this performance task.

5.2 describe air-duct materials, system layout, fabrication and installation

I can consistently describe air-duct materials, system layout, fabrication and installation.

I can usually describe air-duct materials, system layout, fabrication and installation.

I sometimes need assistance to describe air-duct materials, system layout, fabrication and installation.

I often need assistance to describe air-duct materials, system layout, fabrication and installation.

I have not yet provided evidence of this performance task.

5.3 describe air-duct leakage I can consistently describe air-duct leakage.

I can usually describe air-duct leakage.

I sometimes need assistance to describe air-duct leakage.

I often need assistance to describe air-duct leakage.

I have not yet provided evidence of this performance task.

5.4 identify the types of liners, dampers and louvres used in air-duct systems

I can consistently identify the types of liners, dampers and louvres used in air-duct systems.

I can usually identify the types of liners, dampers and louvres used in air-duct systems.

I sometimes need assistance to identify the types of liners, dampers and louvres used in air-duct systems.

I often need assistance to identify the types of liners, dampers and louvres used in air-duct systems.

I have not yet provided evidence of this performance task.

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5.5 describe terminal air-distribution devices, including the principles of diffusion, induction, entrainment and aspiration

I can consistently describe terminal air-distribution devices, including the principles of diffusion, induction, entrainment and aspiration.

I can usually describe terminal air-distribution devices, including the principles of diffusion, induction, entrainment and aspiration.

I sometimes need assistance to describe terminal air-distribution devices, including the principles of diffusion, induction, entrainment and aspiration.

I often need assistance to describe terminal air-distribution devices, including the principles of diffusion, induction, entrainment and aspiration.

I have not yet provided evidence of this performance task.

6. describe the various types and operation of coils used in HVAC systems

6.1 explain how steam, hot-water and glycol coils are sized, configured and operated to reduce the chance of freezing

I can consistently explain how steam, hot-water and glycol coils are sized, configured and operated to reduce the chance of freezing.

I can usually explain how steam, hot-water and glycol coils are sized, configured and operated to reduce the chance of freezing.

I sometimes need assistance to explain how steam, hot-water and glycol coils are sized, configured and operated to reduce the chance of freezing.

I often need assistance to explain how steam, hot-water and glycol coils are sized, configured and operated to reduce the chance of freezing.

I have not yet provided evidence of this performance task.

6.2 describe the installation recommendations for coils, piping, steam traps, control valves, air vents and vacuum-relief devices

I can consistently describe the installation recommendations for coils, piping, steam traps, control valves, air vents and vacuum-relief devices.

I can usually describe the installation recommendations for coils, piping, steam traps, control valves, air vents and vacuum-relief devices.

I sometimes need assistance to describe the installation recommendations for coils, piping, steam traps, control valves, air vents and vacuum-relief devices.

I often need assistance to describe the installation recommendations for coils, piping, steam traps, control valves, air vents and vacuum-relief devices.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

4th Class Power Engineering Assessment CTS, TMT: PEN3042 / 161© Alberta Education, Alberta, Canada revised 2018

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3043: ENVIRONMENTAL AND CONTROL SYSTEMS

Level: Advanced

Prerequisite: None

Description: Students will be able to describe the operation and maintenance of different types of heating systems used in buildings and energy plants.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

162 / CTS, TMT: PEN3043 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3043: ENVIRONMENTAL AND CONTROL SYSTEMS

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. describe the components, operating principles and maintenance procedures of steam-heating systems

2. describe the various designs, equipment and operation of hot-water-heating systems

3. describe common heating systems encountered by power engineers

4. describe central, unitary and combined heating, ventilating and air conditioning (HVAC) systems

5. describe heat gains and heat losses and common methods for energy recovery

4th Class Power Engineering Assessment CTS, TMT: PEN3043 / 163© Alberta Education, Alberta, Canada revised 2018

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6. describe the control systems strategies used in HVAC systems

Teacher Signature Date

164 / CTS, TMT: PEN3043 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3043: ENVIRONMENTAL AND CONTROL SYSTEMS

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. describe the components, operating principles and maintenance procedures of steam-heating systems

1.1 describe the construction and operation of steam-heating system devices used to transfer heat from the steam to a heated space

I can consistently describe the construction and operation of steam-heating system devices used to transfer heat from the steam to a heated space.

I can usually describe the construction and operation of steam-heating system devices used to transfer heat from the steam to a heated space.

I sometimes need assistance to describe the construction and operation of steam-heating system devices used to transfer heat from the steam to a heated space.

I often need assistance to describe the construction and operation of steam-heating system devices used to transfer heat from the steam to a heated space.

I have not yet provided evidence of this performance task.

1.2 describe the auxiliary equipment used in a steam-heating system, including air vents, radiator valves and traps and condensate-return equipment

I can consistently describe the auxiliary equipment used in a steam-heating system, including air vents, radiator valves and traps and condensate-return equipment.

I can usually describe the auxiliary equipment used in a steam-heating system, including air vents, radiator valves and traps and condensate-return equipment.

I sometimes need assistance to describe the auxiliary equipment used in a steam-heating system, including air vents, radiator valves and traps and condensate-return equipment.

I often need assistance to describe the auxiliary equipment used in a steam-heating system, including air vents, radiator valves and traps and condensate-return equipment.

I have not yet provided evidence of this performance task.

1.3 describe standard types of piping and equipment layout for steam-heating systems

I can consistently describe standard types of piping and equipment layout for steam-heating systems.

I can usually describe standard types of piping and equipment layout for steam-heating systems.

I sometimes need assistance to describe standard types of piping and equipment layout for steam-heating systems.

I often need assistance to describe standard types of piping and equipment layout for steam-heating systems.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3043 / 165© Alberta Education, Alberta, Canada revised 2018

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1.4 describe the general operation and maintenance of steam-heating systems

I can consistently describe the general operation and maintenance of steam-heating systems.

I can usually describe the general operation and maintenance of steam-heating systems.

I sometimes need assistance to describe the general operation and maintenance of steam-heating systems.

I often need assistance to describe the general operation and maintenance of steam-heating systems.

I have not yet provided evidence of this performance task.

1.5 explain typical problems and resolutions in the operation of steam-heating systems

I can consistently explain typical problems and resolutions in the operation of steam-heating systems.

I can usually explain typical problems and resolutions in the operation of steam-heating systems.

I sometimes need assistance to explain typical problems and resolutions in the operation of steam-heating systems.

I often need assistance to explain typical problems and resolutions in the operation of steam-heating systems.

I have not yet provided evidence of this performance task.

2. describe the various designs, equipment and operation of hot-water-heating systems

2.1 describe the standard piping and circulation layouts of hot-water-heating systems

I can consistently describe the standard piping and circulation layouts of hot-water-heating systems.

I can usually describe the standard piping and circulation layouts of hot-water-heating systems.

I sometimes need assistance to describe the standard piping and circulation layouts of hot-water-heating systems.

I often need assistance to describe the standard piping and circulation layouts of hot-water-heating systems.

I have not yet provided evidence of this performance task.

2.2 compare the advantages and disadvantages of hot-water- and steam-heating systems

I can consistently compare the advantages and disadvantages of hot-water- and steam-heating systems.

I can usually compare the advantages and disadvantages of hot-water- and steam-heating systems.

I sometimes need assistance to compare the advantages and disadvantages of hot-water- and steam-heating systems.

I often need assistance to compare the advantages and disadvantages of hot-water- and steam-heating systems.

I have not yet provided evidence of this performance task.

2.3 describe various types of special hot-water-heating systems

I can consistently describe various types of special hot-water-heating systems

I can usually describe various types of special hot-water-heating systems.

I sometimes need assistance to describe various types of special hot-water-heating systems.

I often need assistance to describe various types of special hot-water-heating systems.

I have not yet provided evidence of this performance task.

166 / CTS, TMT: PEN3043 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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2.4 describe the purpose and function of standard hot-water-heating system accessories

I can consistently describe the purpose and function of standard hot-water-heating system accessories.

I can usually describe the purpose and function of standard hot-water-heating system accessories.

I sometimes need assistance to describe the purpose and function of standard hot-water-heating system accessories.

I often need assistance to describe the purpose and function of standard hot-water-heating system accessories.

I have not yet provided evidence of this performance task.

2.5 explain how the location of the hot-water circulating pump and the expansion tank are determined

I can consistently explain how the location of the hot-water circulating pump and the expansion tank are determined.

I can usually explain how the location of the hot-water circulating pump and the expansion tank are determined.

I sometimes need assistance to explain how the location of the hot-water circulating pump and the expansion tank are determined.

I often need assistance to explain how the location of the hot-water circulating pump and the expansion tank are determined.

I have not yet provided evidence of this performance task.

2.6 describe the routine operation of hot-water-heating systems, including cleaning, filling and starting and the use of glycol

I can consistently describe the routine operation of hot-water-heating systems, including cleaning, filling and starting and the use of glycol.

I can usually describe the routine operation of hot-water-heating systems, including cleaning, filling and starting and the use of glycol.

I sometimes need assistance to describe the routine operation of hot-water-heating systems, including cleaning, filling and starting and the use of glycol.

I often need assistance to describe the routine operation of hot-water-heating systems, including cleaning, filling and starting and the use of glycol.

I have not yet provided evidence of this performance task.

2.7 explain typical problems and resolutions in the operation of steam-heating systems

I can consistently explain typical problems and resolutions in the operation of steam-heating systems.

I can usually explain typical problems and resolutions in the operation of steam-heating systems.

I sometimes need assistance to explain typical problems and resolutions in the operation of steam-heating systems.

I often need assistance to explain typical problems and resolutions in the operation of steam-heating systems.

I have not yet provided evidence of this performance task.

3. describe common heating systems encountered by power engineers

3.1 describe natural gas fueled warm-air-heating systems

I can consistently describe natural gas fueled warm-air-heating systems.

I can usually describe natural gas fueled warm-air-heating systems.

I sometimes need assistance to describe natural gas fueled warm-air-heating systems.

I often need assistance to describe natural gas fueled warm-air-heating systems.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3043 / 167© Alberta Education, Alberta, Canada revised 2018

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3.2 describe the recommended maintenance procedures for warm-air-heating and ventilating systems

I can consistently describe the recommended maintenance procedures for warm-air-heating and ventilating systems.

I can usually describe the recommended maintenance procedures for warm-air-heating and ventilating systems.

I sometimes need assistance to describe the recommended maintenance procedures for warm-air-heating and ventilating systems.

I often need assistance to describe the recommended maintenance procedures for warm-air-heating and ventilating systems.

I have not yet provided evidence of this performance task.

3.3 discuss the concept, application, construction and operation of infrared heaters

I can consistently discuss the concept, application, construction and operation of infrared heaters.

I can usually discuss the concept, application, construction and operation of infrared heaters.

I sometimes need assistance to discuss the concept, application, construction and operation of infrared heaters.

I often need assistance to discuss the concept, application, construction and operation of infrared heaters.

I have not yet provided evidence of this performance task.

3.4 discuss the different methods of electric heating and the advantages and disadvantages of electric-heating systems as compared to other types

I can consistently discuss the different methods of electric heating and the advantages and disadvantages of electric-heating systems as compared to other types.

I can usually discuss the different methods of electric heating and the advantages and disadvantages of electric-heating systems as compared to other types.

I sometimes need assistance to discuss the different methods of electric heating and the advantages and disadvantages of electric-heating systems as compared to other types.

I often need assistance to discuss the different methods of electric heating and the advantages and disadvantages of electric-heating systems as compared to other types.

I have not yet provided evidence of this performance task.

4. describe central, unitary and combined heating, ventilating and air conditioning (HVAC) systems

4.1 describe general layout and operation of unitary air-conditioning systems

I can consistently describe general layout and operation of unitary air-conditioning systems.

I can usually describe general layout and operation of unitary air-conditioning systems.

I sometimes need assistance to describe general layout and operation of unitary air-conditioning systems.

I often need assistance to describe general layout and operation of unitary air-conditioning systems.

I have not yet provided evidence of this performance task.

4.2 describe general layout and operation of central air-conditioning systems

I can consistently describe general layout and operation of central air-conditioning systems.

I can usually describe general layout and operation of central air-conditioning systems.

I sometimes need assistance to describe general layout and operation of central air-conditioning systems.

I often need assistance to describe general layout and operation of central air-conditioning systems.

I have not yet provided evidence of this performance task.

168 / CTS, TMT: PEN3043 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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4.3 describe general layout and operation of combined air-conditioning systems

I can consistently describe general layout and operation of combined air-conditioning systems.

I can usually describe general layout and operation of combined air-conditioning systems.

I sometimes need assistance to describe general layout and operation of combined air-conditioning systems.

I often need assistance to describe general layout and operation of combined air-conditioning systems.

I have not yet provided evidence of this performance task.

4.4 discuss how HVAC systems should be operated under different situations

I can consistently discuss how HVAC systems should be operated under different situations.

I can usually discuss how HVAC systems should be operated under different situations.

I sometimes need assistance to discuss how HVAC systems should be operated under different situations.

I often need assistance to discuss how HVAC systems should be operated under different situations.

I have not yet provided evidence of this performance task.

5. describe heat gains and heat losses and common methods for energy recovery

5.1 define heat transmission terminology

I can consistently define heat transmission terminology.

I can usually define heat transmission terminology.

I sometimes need assistance to define heat transmission terminology.

I often need assistance to define heat transmission terminology.

I have not yet provided evidence of this performance task.

5.2 describe heat gain and heat loss analysis in a building or energy plant

I can consistently describe heat gain and heat loss analysis in a building or energy plant.

I can usually describe heat gain and heat loss analysis in a building or energy plant.

I sometimes need assistance to describe heat gain and heat loss analysis in a building or energy plant.

I often need assistance to describe heat gain and heat loss analysis in a building or energy plant.

I have not yet provided evidence of this performance task.

5.3 describe the general principles of HVAC heat recovery

I can consistently describe the general principles of HVAC heat recovery.

I can usually describe the general principles of HVAC heat recovery.

I sometimes need assistance to describe the general principles of HVAC heat recovery.

I often need assistance to describe the general principles of HVAC heat recovery.

I have not yet provided evidence of this performance task.

6. describe the control systems strategies used in HVAC systems

4th Class Power Engineering Assessment CTS, TMT: PEN3043 / 169© Alberta Education, Alberta, Canada revised 2018

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6.1 describe a basic ventilation control strategy for HVAC systems

I can consistently describe a basic ventilation control strategy for HVAC systems.

I can usually describe a basic ventilation control strategy for HVAC systems.

I sometimes need assistance to describe a basic ventilation control strategy for HVAC systems.

I often need assistance to describe a basic ventilation control strategy for HVAC systems.

I have not yet provided evidence of this performance task.

6.2 describe heating control strategies for HVAC systems

I can consistently describe heating control strategies for HVAC systems.

I can usually describe heating control strategies for HVAC systems.

I sometimes need assistance to describe heating control strategies for HVAC systems.

I often need assistance to describe heating control strategies for HVAC systems.

I have not yet provided evidence of this performance task.

6.3 describe humidification, dehumidification and cooling control strategies for HVAC systems

I can consistently describe humidification, dehumidification and cooling control strategies for HVAC systems.

I can usually describe humidification, dehumidification and cooling control strategies for HVAC systems.

I sometimes need assistance to describe humidification, dehumidification and cooling control strategies for HVAC systems.

I often need assistance to describe humidification, dehumidification and cooling control strategies for HVAC systems.

I have not yet provided evidence of this performance task.

6.4 describe volume control with static-pressure regulation for HVAC systems

I can consistently describe volume control with static-pressure regulation for HVAC systems.

I can usually describe volume control with static-pressure regulation for HVAC systems.

I sometimes need assistance to describe volume control with static-pressure regulation for HVAC systems.

I often need assistance to describe volume control with static-pressure regulation for HVAC systems.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

170 / CTS, TMT: PEN3043 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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4TH CLASS POWER ENGINEERING ASSESSMENT

COURSE PEN3044: INDUSTRIAL PLANT CONFIGURATIONS

Level: Advanced

Prerequisite: None

Description: Students will be able to identify steam-related processes employed by hydrocarbon-centric and common industrial plants.

Parameters: This course can only be offered through a formal partnership agreement with an eligible post-secondary institution (PSI) recognized by Alberta Education. Access a list of eligible PSIs on the Dual Credit Pathways web page on Alberta Education’s website. The PSI must also be approved by the Alberta Boilers Safety Association (ABSA). Access ASBA’s accepted power engineer program list under “Certification and Exams” on the ABSA website.

This sample rubric is for assessing technical elements that students need to know to be successful in 4th Class Power Engineering. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated.

The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have

been successfully demonstrated.

Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course.

4th Class Power Engineering Assessment CTS, TMT: PEN3044 / 171© Alberta Education, Alberta, Canada revised 2018

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COURSE PEN3044: INDUSTRIAL PLANT CONFIGURATIONS

Checklist

Student Outcomes StudentCheck

TeacherCheck

Student, Teacher or Instructor Comments

1. identify steam-related processes employed in hydrocarbon-centric plants

2. identify steam-related processes employed in common industrial plants

Teacher Signature Date

172 / CTS, TMT: PEN3044 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada

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COURSE PEN3044: INDUSTRIAL PLANT CONFIGURATIONS

Rubric

Student Name: Date:

Level

Criteria Excellent Proficient Adequate LimitedNot Yet

Demonstrated

1. identify steam-related processes employed in hydrocarbon-centric plants

1.1 identify standard thermal system pathways and segments commonly used in plants

I can consistently identify standard thermal system pathways and segments commonly used in plants.

I can usually identify standard thermal system pathways and segments commonly used in plants.

I sometimes need assistance to identify standard thermal system pathways and segments commonly used in plants.

I often need assistance to identify standard thermal system pathways and segments commonly used in plants.

I have not yet provided evidence of this performance task.

1.2 identify equipment and processes in heat transfer fluid (HTF) heating systems

I can consistently identify equipment and processes in HTF heating systems.

I can usually identify equipment and processes in HTF heating systems.

I sometimes need assistance to identify equipment and processes in HTF heating systems.

I often need assistance to identify equipment and processes in HTF heating systems.

I have not yet provided evidence of this performance task.

1.3 identify the main thermal processes used in oil-refining industries

I can consistently identify the main thermal processes used in oil-refining industries.

I can usually identify the main thermal processes used in oil-refining industries.

I sometimes need assistance to identify the main thermal processes used in oil-refining industries.

I often need assistance to identify the main thermal processes used in oil-refining industries.

I have not yet provided evidence of this performance task.

1.4 describe the main processes used in steam-assisted gravity drainage (SAGD) and cyclic steam stimulation (CSS)

I can consistently describe the main processes used in SAGD and CSS.

I can usually describe the main processes used in SAGD and CSS.

I sometimes need assistance to describe the main processes used in SAGD and CSS.

I often need assistance to describe the main processes used in SAGD and CSS.

I have not yet provided evidence of this performance task.

4th Class Power Engineering Assessment CTS, TMT: PEN3044 / 173© Alberta Education, Alberta, Canada revised 2018

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1.5 identify thermal processes used in gas separation and compression plants

I can consistently identify thermal processes used in gas separation and compression plants.

I can usually identify thermal processes used in gas separation and compression plants.

I sometimes need assistance to identify thermal processes used in gas separation and compression plants.

I often need assistance to identify thermal processes used in gas separation and compression plants.

I have not yet provided evidence of this performance task.

2. identify steam-related processes employed in common industrial plants

2.1 identify the main steam/boiler processes used in wood and biomass processing plants

I can consistently identify the main steam/boiler processes used in wood and biomass processing plants.

I can usually identify the main steam/boiler processes used in wood and biomass processing plants.

I sometimes need assistance to identify the main steam/boiler processes used in wood and biomass processing plants.

I often need assistance to identify the main steam/boiler processes used in wood and biomass processing plants.

I have not yet provided evidence of this performance task.

2.2 identify the important thermal processes used in food production and preservation

I can consistently identify the important thermal processes used in food production and preservation.

I can usually identify the important thermal processes used in food production and preservation.

I sometimes need assistance to identify the important thermal processes used in food production and preservation.

I often need assistance to identify the important thermal processes used in food production and preservation.

I have not yet provided evidence of this performance task.

2.3 identify the common processes and equipment used in metallurgical processing plants

I can consistently identify the common processes and equipment used in metallurgical processing plants.

I can usually identify the common processes and equipment used in metallurgical processing plants.

I sometimes need assistance to identify the common processes and equipment used in metallurgical processing plants.

I often need assistance to identify the common processes and equipment used in metallurgical processing plants.

I have not yet provided evidence of this performance task.

Teacher feedback and assessment.

174 / CTS, TMT: PEN3044 4th Class Power Engineering Assessmentrevised 2018 © Alberta Education, Alberta, Canada