Day 2 Session 2

1. Day 2 Session 2 Competency based education & training & how the competency based training is important to reach the desired outcome

2. OUTCOME BASED EDUCATION & COMPETENCY BASED TRAINING FOR Engineering Technician------------------AGTI Engineering Technologists--------------BTech Professional Engineer--------------------BE Education Programs

3. AGTI Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures. Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures

4. AGTI • demonstrate understanding of specialised knowledge with depth in some areas • analyse, diagnose, design and execute judgements across a broad range of technical or management functions • generate ideas through the analysis of information and concepts at an abstract level • demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills • demonstrate accountability for personal outputs within broad parameters • demonstrate accountability for personal and group outcomes within broad parameters.

5. SAMPLE COMPETENCY BASED SUBJECTS AT AGTI/BTech Equivalent Level (Advanced Diploma- Engineering-Australian Training Packages) MECHANICAL ELECTRICAL

6. CIVIL ICT Engineering ICAPRG604A Create cloud computing services

7. Sample Performance at AGTI Level This unit covers contributing to basic mechanical system design, and selecting the components and mechanical features required to perform simple functions.

11. Look for evidence that confirms knowledge of: • relevant codes and standards • basic mechanical components: • shafts • bearings • seals • fasteners, thread systems • splines • cams • drive components: • electric motors • IC engines

12. lifting systems: lifting jacks hoists winch equipment pneumatic systems: advantages and disadvantages compressors pneumatic components typical circuits and applications electrical control hydraulic systems:

13. power packs pumps and other components typical circuits and applications electrical control pumps and piping system: • purpose of pumps and piping systems • pumps, valves, pipes and other components • typical piping systems

14. Sample Performance at AGTI Level This unit covers determining correct operation of complex polyphase power circuits and providing solutions as they apply to electrical power engineering work functions. It encompasses working safely, problem solving procedures, including using electrical measuring devices, applying appropriate circuit theorems and providing solutions derived from measurements and calculations and justification for such solutions

16. REQUIRED SKILLS AND KNOWLEDGE • KS01-EG149A Polyphase power circuit analysis • Evidence shall show an understanding of polyphase power circuit analysis to an extent indicated by the following aspects: • T1 Polyphase supply system encompassing: • advantage of three phase system compared to single phase systems • double subscript notation • phase sequence • 120 degree operator • given circuit component parameters, solve practically based problems using:

17. equivalent circuits of transformers, lines and loads. • component values using rectangular and polar notation. • current divider and potential divider rules using complex impedances. • The “per unit” values of voltage, current, VA and impedance to a common VA base.

18. T2 Types of three phase system connections encompassing: • supply to balanced star, 3 and 4 wire loads • supply to delta connected loads • effects of phase reversal • representation of currents and voltages as complex phasors for 3 phase and 3 phase and neutral quantities. • calculation the values of and draw labeledphasor diagrams, not to scale, to represent complex values of current and voltage for balanced and unbalanced loads for star and delta systems.

19. calculation of values of P, Q and S for balanced and unbalanced systems. • draw and label single phase diagrams to represent 1 phase of a complex 3 phase system. • represent unbalanced voltages or currents as symmetrical components. • Phase to phase currents • Phase to neutral/earth currents.

20. T3 Balanced three phase loads encompassing: • calculations of balanced loads connected in star • calculations of balanced loads connected in delta • calculation of steady state values of fault current for various configurations. • evaluation of the symmetrical component impedances for the various distribution system components. Transformers (earthed neutral case). Generators (high impedance earth)

21. calculation of fault currents using the per unit approach. • calculation using the “worst case” values based on transformer impedance only (ie., a short circuit fault) • estimation of peak values using accepted multipliers. • effects of the d.c. component on the instantaneous magnitudes of fault currents in transformers and generators.

22. T4 Unbalanced three phase loads encompassing: Star – 4 wire systems Delta systems Star – 3 wire systems Star 4 wire with neutral impedance

23. T7 Fault currents encompassing: • symmetrical components • positive, negative and zero sequence impedance • fault current breaking and let-through energy capacities of circuit breakers, fuses • importance of fault/arc impedance • calculation of fault currents - phase-to-earth faults • calculation of fault currents - phase-to-phase faults • analysis of asymmetrical faults currents.

24. T8 Harmonics in three phase systems encompassing: • presence of triple in harmonics in 3 phase systems • effects of 3 phase harmonics for different star and delta connections. • methods for reducing harmonics in three phase systems

25. This unit of competency specifies the outcomes required to access, interpret and apply relevant building codes and standards applicable to the construction processes of large, high rise and complex buildings (open licensing classification with special reference to Type A buildings).

26. To successfully comply with relevant standards and codes in large constructions requires a thorough knowledge of the purpose of the National Construction Code (NCC) coupled with the ability to interpret specific standards in relation to the design and specifications of building projects

33. Required skills for this unit are: • accurate application of building codes and standards • application of design concepts and principles according to Australian standards • application of design concepts and principles according to NCC • analysis and interpretation skills relating to documentation from a wide range of sources, including NCC and Australian standards

34. communication skills to: • enable clear and direct communication, using questioning to identify and confirm requirements, share information, listen and understand • discuss and propose alternative solutions • read and interpret specifications and drawings • use and interpret non-verbal communication • use language and concepts appropriate to cultural differences • written skills to complete documentation according to NCC requirements • numeracy skills to apply mathematical information included in building codes and standards.

35. Required knowledge for this unit is: • application of NCC, namely: • low rise: • Class 1 and 10 • Class 2 to 9 with a gross floor area not exceeding 2000 square metres, not including Type A or Type B construction

36. medium rise: • Class 1 and 10 • Class 2 to 9 to a maximum of 3 storeys, not including Type A construction • open: • all classes of building and types of construction • application of relevant Australian standards • definitions and common technical terms or usage specified under general provisions of NCC

37. design principles and the behaviour of structures under stress, strain, compression, bending or combined actions • nature of materials and effects of performance • NCC performance hierarchy • relevant legislative and OHS requirements, codes and practices • work drawings and specifications

38. Assessment of essential underpinning knowledge will usually be conducted in an off-site context. • Resource implications for assessment include: • NCC, Class 2 to 9 buildings and Guide to NCC • documentation, including design brief drawings, specifications, codes, design concepts, construction schedules and other necessary supporting documents • research resources, including product information and data • access to relevant legislation, regulations and codes of practice; like NCC, National Timber Framing Code, AS1684, AS4055 and other Australian standards required to meet the purpose of intended use • relevant computer software package and suitable hardware.

39. Assessment methods must: • satisfy the endorsed Assessment Guidelines of the Construction, Plumbing and Services Training Package • include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application • reinforce the integration of employability skills with workplace tasks and job roles • confirm that competency is verified and able to be transferred to other circumstances and environments. • Validity and sufficiency of evidence

40. ICAPRG604A Create cloud computing services Unit Descriptor This unit describes the performance outcomes, skills and knowledge required to design, build, test and deploy web services and cloud computing applications to specification. Application of the Unit This unit applies to those required to create and install web services and cloud computing applications in their job as a computer programmer.

44. analytical skills to: • examine and define system requirements • review requirements and determine appropriate solution • communication skills to: • interact with developer to determine system requirements • interact with end user or client to determine system requirements • literacy skills to read technical specifications • planning and organisational skills to perform tasks according to the project plan

45. problem-solving skills to: • address common problems in operating a web service or cloud computing application • perform basic debugging, such as defining simple problem, locating source of the problem, and providing solution to problem • research skills to find and evaluate technologies to meet system requirements

46. technical skills to: • access databases and manipulate data • create applications using basic programming techniques • create web pages using hypertext markup language (HTML) and cascading style sheet (CSS) • perform basic operations within a web environment • use an integrated development environment (IDE)

48. B Tech • The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. • Substantial breadth and complexity involving the initiation, analysis, design, planning, execution and evaluation of technical and management functions in highly varied and highly specialised contexts.

49. Applications involve making significant, high-level, independent judgements in major broad or planning, design, operational, technical and management functions in highly varied and specialised contexts. They may include responsibility and broad‑ranging accountability for the structure, management and output of the work or functions of others. • The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.

50. Demonstrate the self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. • Initiate, analyse, design, plan, execute and evaluate major broad or technical and management functions in highly varied and highly specialised contexts. • Generate and evaluate ideas through the analysis of information and concepts at an abstract level. • Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills in complex contexts. • Demonstrate responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others.