Get help and support c,¾,c+ ¤, JoM ×c · 2019-02-18 · Unit 5 UK electricity industry 48 Unit 6 Electrical power – generation 56 Unit 7 Electrical power ... assignment brief

Copyright © 2015 AQA and its licensors. All rights reserved.AQA retains the copyright on all its publications, including this specification. However, schools and colleges registered with AQA are permitted to copy material from this specification for their own internal use.AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (company number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.

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G00561

New for2015

LEVEL 3 TECHNICAL LEVEL ENGINEERING: POWER NETWORK ENGINEERING(TVQ01002)

SpecificationFirst registration September 2015 onwards

Version 1.1 January 2015

Get help and supportVisit our website for information, guidance, support and resources at aqa.org.uk/tech-levels

E: [email protected]

T: 01564 711 906

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3

Level 3 Technical Level Engineering: Power Network Engineering (TVQ01002). First registration September 2015. Version 1.1

Visit aqa.org.uk for the most up-to-date specifications, resources, support and administration

Contents1 Qualificationataglance–overview 5

2 Aboutthisqualification 7

3 Statementofpurpose 83.1 Who is this qualification for? 83.2 What does this qualification cover? 83.3 What could this qualification lead to? 93.4 Who supports this qualification? 103.5 What are the benefits of this qualification? 103.6 Links to professional body memberships 12

4 Unitsummary 13

5 Qualificationunits 14Unit 1 Materials technology and science 14Unit 2 Mechanical systems 21Unit 3 Mathematics for engineers 31Unit 4 Electrical power systems 36Unit 5 UK electricity industry 48Unit 6 Electrical power – generation 56Unit 7 Electrical power – transmission networks 66Unit 8 Electrical power – distribution networks 77

6 Qualificationdelivery 886.1 Meaningful employer involvement 886.2 Definition of meaningful employer involvement 886.3 Guided learning hours 896.4 Transferable skills 89

7 Externalassessment 917.1 Overview 917.2 Examination format and structure 927.3 Reasonable adjustments and special considerations 937.4 Availability of past examination papers 93

8 Internalassessmentandqualityassurance 948.1 Overview 948.2 Role of the assessor 948.3 Assessor qualifications and experience 948.4 Synoptic assessment 958.5 Applying portfolio assessment criteria 95

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4 Visit aqa.org.uk for the most up-to-date specifications, resources, support and administration

8.6 Repeat submission of internally assessed assignments 958.7 Group or team working 958.8 Authentication of learner work 968.9 Role of the Internal Quality Assurer (IQA) 968.10 IQA qualifications and experience 978.11 Record keeping 97

9 Externalqualityassurance 989.1 AQA definitions 989.2 Quality assurance visits 989.3 Employer involvement in quality assurance 999.4 Sanctions 99

10 Grading 10010.1 Overview 10010.2 Internally assessed units 10010.3 Externally assessed units 10010.4 Points per grade – unit level 10010.5 Final grade for overall qualification 101

11 Administrationarrangements 102

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1 Qualification at a glance – overview

AQA Level 3 Technical Level Engineering: Power Network EngineeringOfqual qualification number

601/4536/5 AQA qualification number

601/4537/7

First registration date September 2015 Age range 16-18, 19+

Last registration date 31/08/2019 UCAS points Information on UCAS points can be obtained from ucas.com

Last certification date 31/08/2022 Performance table points

This qualification has been approved by the Department for Education for teaching to 16 to 19 year olds from September 2015. The qualification will be reported in the tech level category of the 2017 16-19 performance tables (to be published in early 2018).

Total guided learning Hours (GLH)

720

(See GLH section for more information)

Eligibility for funding Yes

Unit weightingExternally assessed Internally assessed

15% each unit (2 x units)

11.67% each unit (6 x units)

Entry requirements There are no formal entry requirements for this qualification set by AQA

Mandatory units All units in this qualification are mandatory

Repeat submission of learner work

Learner work for each unit can only be re-submitted once, using a different assignment brief to the one originally submitted

Examination resits Learners can re-sit an examination once

Assessment model This qualification contains externally examined and internally assessed units. Internally assessed units are externally verified and moderated by AQA.

Examination sessions January and June

each year

Grading The units are graded Pass, Merit or Distinction

The overall qualification is graded as PP, MP, MM, DM, DD, D*D, D*D*

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http://www.ucas.com


National Occupational Standards (NOS) or 3 or 4 Digit Standard Occupational Category (SOC) code SOC code is Standard Occupational Category – a common classification of jobs based on their skill content and level – assigned by The Office for National Statistics

2123 ELECTRICAL ENGINEERS

Electrical engineers undertake research and design, direct construction and manage the operation and maintenance of electrical equipment, power stations, building control systems and other electrical products and systems.

3112 ELECTRICAL AND ELECTRONICS TECHNICIANS

Electrical and electronics technicians perform a variety of miscellaneous technical support functions to assist with the design, development, installation, operation and maintenance of electrical and electronic systems.

8124 ENERGY PLANT OPERATIVES

Job holders in this unit group operate boilers to produce hot water or steam and attend and operate compressors, turbines, electrical substations, switchboards and auxiliary plant and machinery to fuel nuclear reactors, drive blowers and pumps, electricity generators and other equipment.

Transferable skills contextualised within the units of this qualificationThese are the skills deemed essential by the employers and professional bodies AQA has collaborated with on the development of this qualification. We have contextualised units around these ‘soft’ skills

Communication (Oral and Written)

Research

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2 About this qualificationThis qualification is an advanced (Level 3) technical qualification, on a par with A-levels and has been built in close collaboration with employers and professional bodies which ensures they will not only recognise it, but value it.

It is for learners over the age of 16 who wish to specialise or progress into a specific sector or specific occupational group, through advanced/higher Apprenticeships, further study or employment.

Transferable skills (sometimes known as ‘soft’ skills) have been contextualised explicitly within the qualification content. These transferable skills have been prioritised by employers and professional bodies in this sector and are part of the unit outcome – and therefore form a mandatory part of the learning within this qualification.

The Statement of Purpose (below) gives more detail on the likely progression for learners with this qualification.

This qualification is one of the three components of the new Technical Baccalaureate (TechBacc).

The TechBacc is a performance table measure which recognises the highest level of technical training. It recognises the achievement of learners taking a Technical Level qualification, a Level 3 maths qualification and an extended project qualification.

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3 Statement of purpose3.1 Whoisthisqualificationfor?This qualification is aimed at 16-18 year old learners, in a full time Level 3 education programme, who wish to pursue a career in power (energy) engineering. Whilst it is centred around the power (energy) sector, the content means it is suitable for engineering roles in other sectors as well.

There are no formal entry requirements for this qualification but to optimise their chances of success, learners will typically have 4 GCSE’s at Grade C or equivalent, including Maths and English, and would benefit from having studied a Science.

This qualification could be taken alongside a level 3 mathematics and EPQ qualification to fulfil the requirements of the TechBacc performance measure.

3.2 Whatdoesthisqualificationcover?All of the units in this qualification are mandatory and will provide the core technical knowledge and skills required for preparing to work in the power (energy) industry and the relevant apprenticeship standard.

• The learner will cover topics such as: • The scientific principles used by engineers to identify the most suitable materials in a given

engineering context. • Use of maths as an aid to model and solve problems across a range of practical engineering

contexts. • An understanding of components and features commonly found in domestic and industrial

machinery including transmission systems, fluid power systems, thermal mechanical systems and electrical drives.

• An understanding of electrical components and principles relating to electrical power systems, enabling learners to design a power system.

• The history of the UK Electricity Industry, the constraints it currently operates in and new drivers behind new technologies.

• Types and characteristics of plant and apparatus used by the UK power generation sector, requirements for the interconnection of generation grid networks, purpose and effects of regulatory requirements and an insight into future development of the industry.

• The size, structure and range of UK’s electrical power transmission network, regulatory requirements involved in the design and planning of work on the network and the range of plant, apparatus and materials used.

Transferrable skills are those generic ‘soft’ skills that are valued by employers and higher education alike. The following transferrable skills have been contextualised into the content of the qualification:

• Communication (Oral and Written) • Research

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3.3 Whatcouldthisqualificationleadto?Learners who achieve this qualification will have a range of options as studying this qualification does not restrict future progression into one particular route.

This qualification is approved by the Engineering Council as contributing to the requirements for professional registration as an Engineering Technician (EngTech) – see section 3.6 for more information.

The Energy and Efficiency Independent Assessment Service (EEIAS) has approved the qualification as meeting the technical knowledge requirements of the Level 3 Trailblazer Apprenticeship -

Power Network Craftsperson.

The Energy & Efficiency Independent Assessment Service (EEIAS)

is an employer led body set up to support the Government’s

Trailblazer Apprenticeship reform and the work of the Energy &

Efficiency Industrial Partnership.

This qualification could also form part of the learner’s basis for application to a Higher Education course (degree, foundation degree, HNC/HND) in Electrical Power Engineering, Power Systems Engineering or general engineering courses.

The qualification can be taken alongside a level 3 maths qualification (including Core Maths) and the Extended Project Qualification (EPQ) to fulfil the requirements of the Technical Baccalaureate performance table measure that records the achievement of students taking advanced (Level 3) programmes.

This qualification covers the National Occupational Standards for Power Network principles including Electrical engineer, Equipment engineer, Power engineer, Electrical technician, Electronics technician, Installation engineer (Electricity Supplier), Control room operator (electric), Hydraulic engineman, Plant operator (electricity supplier) and Power station operator.

The following roles are examples of potential progression opportunities:

• Technician – building on the skills gained as a Craftsperson, taking responsibility for undertaking and completing more complex technical activities including ownership of projects

• Operations Engineer – Plan and managing a range of engineering operations to meet safety, time, cost and quality requirements.

• Control Engineer – planning and managing network system outages to ensure regulatory requirements are achieved and system emergencies are managed

• Programme Planning Engineer - Ensuring work programmes are delivered to meet time, cost, quality & safety requirements.

• Design and/or Planning Engineer - Producing designs that meet statutory and Industry recognised standards

• Asset Management/Strategy Engineer – Producing long term plans taking into account new technology, Regulatory requirements and other internal and external factors.

• Team Manager – leading and developing team(s) to improve efficiency, effectiveness and company performance

This qualification is part of a suite of Level 3 AQA Technical Levels in Engineering that includes Mechatronic Engineering and Design Engineering.

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3.4 Whosupportsthisqualification?This qualification has been developed in collaboration with employers, professional bodies and key stakeholders in the engineering sector. Because of this, the knowledge, skills and competencies gained will provide the best possible opportunity for progression into employment, a higher or advanced apprenticeship or higher education.

This qualification is supported by the following organisations:

Name Website addressThe Engineering Council engc.org.ukThe Royal Academy of Engineering raeng.org.ukThe Institution of Engineering and Technology

theiet.org

Energy & Efficiency Industrial Partnership - Energy & Utility Skills

energyandefficiencypartnership.co.uk/

AMEC amec.comAston University aston.ac.ukElectricity North West enwl.co.ukNational Grid nationalgrid.comNational Forum of Engineering Centres (NFEC)

nfec.co.uk

Northern Power Grid northernpowergrid.comRoyal Mail royalmail.com

3.5 Whatarethebenefitsofthisqualification?

TolearnersThis qualification relates to a specific (Power) engineering sector that employs over 87,000 people and needs to secure 35,000 new recruits by 2024. The wider Energy sector employs over 473,000 people (1.6% of total UK employment).

The qualification creates a route towards meeting the academic requirements for Engineer Technician (EngTech) status. It will allow candidates to progress to HND/degrees in power/energy engineering and/or similar general engineering courses.

The qualification will form the technical content element of the Power Network Craftsperson apprenticeship standard. Learners can progress on from this qualification to complete that apprenticeship.

People who carry out the Power Network Craftsperson role have responsibility for the safe construction, maintenance and repair of the UK’s electrical power network to provide a safe and reliable supply of electricity to the country. This involves working at various locations across a company’s power network.

A career in the power industry means learners will be part of the most important large-scale work in the UK.

Learners will be able to develop the knowledge and skills that the industry is asking for, therefore ensuring they are taking a course that is relevant and providing effective preparation for employment.

aqa.org.uk

www.engc.org.uk

www.raeng.org.uk

www.theiet.org

www.energyandefficiencypartnership.co.uk

www.amec.com

www.aston.ac.uk

www.enwl.co.uk

www.nationalgrid.com

www.nfec.co.uk

www.northernpowergrid.com

www.royalmail.com

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ToemployersThis qualification has been designed and part written by the National Skills Academy for Power which sits at the heart of the Power Sector and which is part of the Energy & Utility Skills (EU Skills). The National Skills Academy (NSA) network was established by the Government to address the need for a world-class workforce delivering the skills required by each sector of the economy.

The qualification will embed the occupational behaviours (soft skills) that have been specified by the industry as key to preparing them for employment. These have been listed within the relevant apprenticeship trailblazer and we will be able to map these to our qualification content. They include:

• Communication (including the ability to use a variety of appropriate communication methods to interact with others to give/receive information accurately, in a timely, positive and professional manner)

• Problem Solving (including being able to Identify that something is wrong/likely to go wrong and the appropriate solution(s)

• Team work • Research • Adaptability

It is a qualification that relates to a large employment market with a noted skills shortage. The Shortage Occupation List published by the government in April 2014 listed five different jobs as suffering from a shortage of skilled workers. These included three from the electricity transmission and distribution industry (power system engineer, control engineer, protection engineer) that we are focusing on. The other two were covered by the same overall SOC code (electrical maintenance engineer and power electronics engineer) and would be possible progression routes from this qualification.

Tohighereducationinstitutions(HEIs)The qualification has been developed with the needs of Higher Education in mind.

Representatives from HEIs have highlighted the inclusion of examinations in the assessment as a crucial way of better preparing students for further study.

They also stated that the qualification should contain a significant amount of maths and science content that will provide a foundation for further study in engineering.

aqa.org.uk

http://www.euskills.co.uk/

https://www.gov.uk/government/publications/tier-2-shortage-occupation-list-from-6-april-2013


3.6 LinkstoprofessionalbodymembershipsThis qualification is approved by The Institution of Engineering and Technology (IET) on behalf of the Engineering Council as contributing to the requirements for professional registration as an Engineering Technician (EngTech). Please note that holding an approved qualification alone does not guarantee the award of the professional title EngTech. All potential registrants must undergo a Professional Review by their chosen Professional Engineering Institution, where their competence and commitment is assessed. For further details about approved status, please refer to: engc.org.uk/techdb

The Engineering Council was incorporated by Royal Charter in 1981 and is the UK regulatory body for the engineering profession, holding the Register of 235,000 professional engineers and technicians.

In addition, the Engineering Council sets and maintains the internationally recognised standards of professional competence and ethics that govern the award and retention of these titles, the UK Standard for Professional Engineering Competence (UK-SPEC).

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http://www.engc.org.uk/techdb

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4 Unit summaryThis qualification is made up of eight mandatory units. All units must be completed to achieve the full qualification.

Unit title Assessment type Unit number1 Materials Technology and Science External examination F/506/59522 Mechanical Systems Internally centre assessed L/506/59543 Mathematics for Engineers External examination J/506/59534 Electrical Power Systems Internally centre assessed Y/506/59565 UK Electricity Industry Internally centre assessed D/506/59576 Electrical Power - Generation Internally centre assessed H/506/59587 Electrical Power – Transmission Networks Internally centre assessed K/506/59598 Electrical Power – Distribution Networks Internally centre assessed D/506/5960

LinkswithotherqualificationsThe following units:

F/506/5952 1 Materials Technology and ScienceL/506/5954 2 Mechanical SystemsJ/506/5953 3 Mathematics for Engineers

Also appear within:

AQA Level 3 Technical Level Engineering: Design Engineering AQA Level 3 Technical Level Engineering: Mechatronic Engineering

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5 Qualification unitsUnit1Title Materials Technology and Science

Unit number F/506/5952

Assessment Externally assessed

Guided learning hours 90

Transferable skill/s contextualised within this unit N/A

Essential resources required for this unit

Learners should have access to a range of material samples, so that they can become familiar with their properties.

It may also be advantageous to have a range of successfully engineered products available for product analysis, to assist learners in developing their understanding of common uses of the materials.

Learners will need access to appropriate scientific calculators and lists of the relevant formulae.

AimandpurposeThe purpose of this unit is to develop learners understanding of the materials used in engineering products and the scientific principles engineers use to identify which materials are the most suitable for use in a given engineering context.

UnitIntroductionWhen designing engineered products, engineers have to select appropriate materials and components for the application. In this unit, learners will develop knowledge and understanding of a range of engineering materials and their properties. They will also consider several of the scientific principles that can affect the choice of material or components in various engineering contexts.

In particular, the learner will develop knowledge of:

1. Properties of materials2. Engineering materials3. Engineering chemistry4. Electricity and electronics5. Transfer of energy

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UnitcontentProperties of materials • The meaning of each of the following mechanical properties, their units of measurement (where

applicable) and how they can be measured: • Tensile strength • Compressive strength • Hardness • Toughness • Elasticity • Plasticity • Ductility • Malleability

• The meaning of each of the following physical properties and, where applicable, their units of measurement: • Density • Melting point • Thermal conductivity • Electrical conductivity (resistivity) • Thermal expansion • Corrosion resistance

• The typical stress-strain and load-extension graphs for low carbon steel, including features such as the yield strength, ultimate tensile strength, maximum elastic deformation and maximum plastic deformation, and the calculation of stress, strain and Young’s modulus.

Engineering materials • The source, forms of supply, typical properties, relative cost, sustainability and common

applications of each of the following materials and, where appropriate, the class of material to which they belong: • Ferrous metals:

• Cast iron • Low carbon steel (0.15-0.30 % carbon) • Medium carbon steel (0.3-0.7 % carbon) • High carbon steel (0.7-1.4 % carbon) • Stainless steel

• Non-ferrous metals: • Copper • Aluminium and its alloys • Titanium and its alloys • Zinc • Tin • Tungsten • Brass

• Thermoplastic polymers: • Polypropylene (PP) • Acrylonitrile-butadiene-styrene (ABS) • High impact polystyrene (HIPS) • Acrylic (PMMA) • Polyvinyl chloride (PVC) • Polytetrafluoroethylene (PTFE) • Polyamide (nylon) • Polyethylene (low and high density) • Polycarbonates

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• Thermosetting polymers • Epoxy resin • Polyester resin • Urea formaldehyde • Melamine formaldehyde

• Elastomers • Rubber • Neoprene

• Engineering ceramics • Silicon carbide • Tungsten carbide • Borosilicate glass (Pyrex) • Concrete

• Composites • Glass reinforced plastics (GRP) • Carbon fibre reinforced plastics (CRP)

• Smart materials • Shape memory alloys (SMA) • Quantum tunnelling composite (QTC) • Thermochromic materials • Photochromic materials • Viscoelastic materials (smart grease)

Engineering chemistry • How cold working, crystallisation and dislocations affect the properties of metals • How changes of state, and phase changes, shown in equilibrium diagrams can account for the

properties of alloys, such as carbon – iron and tin – lead • The effects of heat treatment on steels

• Quenching • Tempering • Normalising • Annealing • Case hardening

• The effects of precipitation hardening and annealing in aluminium alloys • Understand that corrosion is a chemical process and how differing metals can be used to reduce

the effects of corrosion • The basic chemistry of polymer materials: how monomers of alkane structures (such as methane,

ethane, butane and pentane) can be used to form common polymers • How and why crosslinking within polymers affects the properties, manufacture and application of

the material

Electricity and electronics • Using mathematical methods to calculate values in electronic circuits, including:

• Current and voltage, using Ohm’s law • Resistance and capacitance, where components are in series and parallel • Electrical power

• The differences between analogue and digital signals • The characteristics and applications of magnetic fields and electromagnetic induction. • The junction characteristics of semiconductor devices such as diodes and transistors • The characteristics of sinusoidal wave forms, including frequency, amplitude and periodic time

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Transfer of energy • Heat flow across material boundaries, including conduction, convection and radiation, and the

application of these in engineering contexts • The operation of heat pumps involving latent heat of fusion and vaporisation • Kinetic energy, potential energy, gravitational force and the principal of the conservation of energy

in the context of engineering (for example, simple machines such as hoists, or falling objects) • The reasons for using pneumatic or hydraulic control systems in common engineering applications • The gas laws (including Boyles law and the ideal gas law) and how these are applied in engineering • The characteristics of 2D fluid flow over common objects, identifying laminar flow, stagnation

points, separation points, turbulence and vortices • Power transmission systems and simple machines, such as gear trains and belt drives. This

includes using mathematical methods to calculate, or take account of, gear ratio, torque, friction and efficiency of transmission systems

AssessmentoutcomesLearners will be able to:

Assessment outcome 1: Understand the properties of materialsa the mechanical properties of materials, state their units and describe how they can be measuredb the physical properties of materials and state their unitsc the important mechanical and physical properties that are required in a given applicationd the features of typical stress-strain and load-extension graphs for low carbon steel, including

the yield strength, ultimate tensile strength, maximum elastic deformation and maximum plastic deformation, and calculate the stress, strain and Young’s modulus

Assessment outcome 2: Understand engineering materialsa the source, forms of supply, and the class of material to which a material belongsb the typical properties, relative costs, sustainability and common applications of the materials

statedc Identifying appropriate materials for a given application and justifying their selection

Assessment outcome 3: Understand engineering chemistrya how cold working, crystallisation and dislocations affect the properties of metalsb how changes of state and phase changes shown in equilibrium diagrams can account for the

properties of alloysc the heat treatment processes used on steels and explain how they influence the properties of

the steel d the effects of precipitation hardening and annealing in aluminium alloyse the process of corrosion and how differing metals can be used to reduce its effectsf how monomers of alkane can be used to form common polymers g how and why crosslinking within polymers affects the properties, manufacture and application

of the material

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Assessment outcome 4: Understand electricity and electronicsa Use mathematical methods to calculate values in electronic circuits, including:

i. Current and voltage, using Ohm’s lawii. Resistance and capacitance, where components are in series and paralleliii. Electrical power

b the differences between analogue and digital signalsc the characteristics and applications of magnetic fields and electromagnetic inductiond the junction characteristics of semiconductor devices such as diodes and transistorse the characteristics of sinusoidal wave forms, including frequency, amplitude and periodic time,

using mathematical methods and graphs

Assessment outcome 5: Understand the transfer of energya the mechanisms for heat flow across material boundaries, including conduction, convection and

radiation, and identify applications of these in engineering contextsb the operation of heat pumps including the mechanism of thermal energy transferc kinetic energy, potential energy, gravitational force and the principal of the conservation of

energy in the context of engineering. Use mathematical methods to apply these in practical engineering contexts

d the advantages and disadvantages of using pneumatic, hydraulic and electronic control systems in common engineering applications

e carry out calculations using the gas laws in engineering contextsf the characteristics of 2D fluid flow over common objects, identifying laminar flow, stagnation

points, separation points, turbulence and vorticesg power transmission systems and simple machines, such as gear trains and belt drives, and use

mathematical methods to calculate the gear ratio, torque, friction and efficiency of transmission systems

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AssessmentThis unit will be assessed through an external examination set and marked by AQA. The examination will take place under controlled examination conditions and the date will be published at the start of each academic year.

Learners will be allowed to use a non-programmable scientific calculator in the examination. Please note that, in line with typical practice within the engineering industry, learners are not expected to be able to recall formulae for use when answering questions that require mathematical calculations. They are expected to be able to select, manipulate (if required) and apply appropriate equations from provided formulae sheets.

The examination will consist of a written paper with two sections, A and B. Learners will have to complete both sections and there will be no optional questions within either section.

The examination will last 1 hour 45 minutes and the total number of marks available in the examination will be 80.

Section A will be worth 50 marks and consist of relatively short questions based on the whole of the specification for this unit. The learners will be required to answer all of the questions in section A.

Section B will be worth 30 marks and will include both short and longer answer questions worth up to 10 marks each. Each of these will focus on a practical engineering context. The questions in section B will not necessarily cover the whole of the specification for this unit at each assessment. Learners will be required to answer all of the questions in section B.

AQA will ensure that the full content of the unit is covered equally over the life of the qualification.

DeliveryGuidance:The delivery of the scientific content within this unit should be rooted within a range of practical engineering contexts. Examining the way in which materials and components are used in real products will make a substantial contribution to learner’s understanding.

Some of this unit could be planned in the context of the learning activities and themes within the other units of this qualification, or when visiting engineering companies such as heat treatment facilities, or the use of industrial contacts and designers to provide visiting lectures. By using such examples, learners will be able to relate the content to real engineering.

This unit content builds on prior learning in mathematics based on the National Curriculum requirements. It assumes that learners are able to:

• Carry out basic arithmetic (add, subtract, multiply, divide, squares and square roots) • Insert values into formula and calculate answers • Use decimal notation • Use percentages • Divide a quantity in a given ratio • Use calculators effectively and efficiently

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Essentialresources:Learners should have access to a range of material samples, so that they can become familiar with their properties.

It may also be advantageous to have a range of successfully engineered products available for product analysis, to assist learners in developing their understanding of common uses of the materials.


Employerengagementguidance:One method to develop employer engagement within this unit is to use visits to engineering companies. This could be in combination with activities for other units within this qualification. For example, if a visit is planned to an engineering company to look at processing techniques and methods of quality control, the learners could also consider the materials that are being used and the possible alternatives.

UsefullinksandresourcesAt the time of publication, there are no textbooks which fully cover the specific topics in this unit. However, some relevant content can be found in the following:

• Real-World Technology – Resistant Materials by C Chapman and M Finney; publisher: Collins Educational; 2nd edition (20 May 2002); ISBN-10: 0007115326

• Advanced Design and Technology by E Norman, J Cubitt, S Urry and M Whittaker; publisher: Longman; 3rd edition (28 Sep 2000); ISBN-10: 0582328314

Learners may also benefit from the use of a book of standard formulae, such as:

Tables, Data and Formulae for Engineers and Mathematicians by A Greer and D Hancox; publisher: Nelson Thornes; 2nd edition (1988); ASIN: B00EKYO5P8.

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Unit2Title Mechanical SystemsUnit number L/506/5954

Unit assessment type Centre assessed and externally quality assured

Recommended assessment method

Practical Assignment

This is the preferred assessment method for this unit. A centre may choose an alternative method of assessment, but will be asked to justify this as part of the quality assurance process




Learners should have access to a range of products that include mechanical systems for product analysis. Ideally they should have the opportunity to disassemble these products to analyse their function and the components used.

For the designing, learners will need access to appropriate CAD and modelling software.

For the assembly and testing, learners should have access to a wide variety of pre-manufactured or bought-in components, to enable them to select appropriate components as required. They should also have access to a range of appropriate assembly tools and test equipment, so that they can become familiar with their safe operation.

AimandpurposeThe purpose of this unit is to give learners a practical understanding of mechanical systems. This includes different types of mechanical systems and their typical applications, how these systems are designed, and how they and their component parts function.

UnitIntroductionMechanical systems are used to carry out tasks that involve forces and movement. They typically involve some form of power source that generates force and movement, functional elements that change the magnitude or direction of this force or movement, a means of transmitting this force or movement to where it is required and some form of control system.

In this unit learners will explore different types of mechanical systems and their typical applications, how these systems are designed, and how they (and their component parts) function. They will also assemble and test mechanical systems and identify the preventative maintenance requirements.

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UnitcontentTypes of mechanical systems and their purposesPurpose of Mechanical Systems

• Understanding the design requirements for a mechanical system • Producing a specification for a mechanical system • Methods of assessing the performance of a mechanical system • Types of motion:

• Rotary • Oscillating • Linear • Reciprocating

• Methods of transmitting movement or force between different types of motion • Rotary to rotary • Rotary to linear • Linear to rotary • Rotary to reciprocating • Reciprocating to rotary • Rotary to oscillating • Oscillating to rotary

• Methods of transmitting movement or force between different locations • Methods of changing the direction of transmitted movement or force • The use of mechanical advantage to amplify (or reduce) the movement or

force of the input.Types of mechanical system, their capabilities, limitations and typical applications

• Levers and linkage mechanisms: • simple slider-crank • four-bar linkage • quick return mechanisms

• Gears and Gear drives: • simple and compound gear trains • types of gear, such as spur, helical, bevel and worm gears • rack and pinion • epicyclic gears

• Cams and followers: • pear, eccentric, snail/drop, swash plate, flat plate/linear and

cylindrical/barrel cams • flat, point/knife, roller and offset followers

• Chain and Belt drives, including vee- and flat belts • Clutches and brakes, including dog, flat plate, and electromagnetic

clutches and fluid couplings. • Transmission shafts, including flanged, splined, flexible and constant

velocity couplings.

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Designing a mechanical systemMechanical components

• The function and application of mechanical components: • Gears • Shafts • Bearings • Seals • Permanent fasteners • Temporary fasteners • Springs • Cams • Followers • Casings

• Physical properties of mechanical components • Materials • lubrication requirements • surface properties • materials for gears – metals, polymers and composites

Electrical drives • Operating characteristics of electrical drives: • Linear drives • Servo motors • Stepper motors • DC motors • AC motors

• Factors affecting the choice of an electrical drive for an applicationDesign of Mechanical Systems

• Drawing conventions to represent mechanical components • Modelling the performance of mechanical systems using computer

software Design considerations • Commercial and economic context of engineering systems and

processes. • Application considerations:

• Function • Sustainability • Cost • Precision • Safety

• Appropriate codes of practice, legislative, statutory, technical, industry standards and safety precautions that apply when working with mechanical systems

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Assembly and operation of mechanical systemsAssembly of mechanical systems

• Interpret and follow engineering drawings and related specifications • Correct selection and safe use of appropriate materials, equipment,

tools, processes, or products • Methods of assembling mechanical components:

• aligning • bending • fixing • mechanical jointing • precision measuring • pre-tensioning • sealing • sequential tightening • threaded jointing and locking devices • applying torque

• Selection and implementation of appropriate quality processes Apply safety rules while working in the workshop

• Safety precautions • risk assessment • safe assembly and testing of systems and devices • COSHH

• Use of personal protective equipment (PPE) • Complying with health and safety and other relevant legislation,

regulations, guidelines and local rules or procedures Testing • Use of appropriate test equipment

• Recording of test data • Comparing test results with system specification • Fault finding techniques • Adjusting the performance of a mechanical system

Identifying maintenance requirements

• Preventative and routine maintenance requirements for mechanical systems

• Purpose and use of lubricants and lubrication systems • Condition monitoring

PerformanceoutcomesOn successful completion of this unit learners will be able to:

Performance outcome 1: Understand the types of mechanical systems and their purposesPerformance outcome 2: Design a mechanical systemPerformance outcome 3: Assemble and test a mechanical system

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GradingcriteriaPerformance Outcomes

Pass To achieve a pass the learner must evidence that they can:

Merit In addition to the pass criteria, to achieve a merit the evidence must show the learner can:

Distinction In addition to fulfilling the pass and merit criteria, to achieve a distinction the evidence must show that the learner can:

PO1 Understand the types of mechanical systems and their purposes

P1 Describe four different examples of mechanical systems, each of which transmits motion or force between different forms of motion

M1 For two different examples of mechanical systems, explain how the system changes the magnitude of the force or movement of the input

D1 For a mechanical system, justify the choice of mechanical systems used in the design, in terms of their operational capability

PO2 Design a mechanical system

P2 For a given design specification, design a mechanical system to meet the desired outcomes

M2 Explain the way in which the mechanical components within your mechanical system operate to provide the required outcome

P3 Outline all design considerations

M3 Identify those that are relevant to the design

P4 Specify the components to be used in the mechanical system in order to meet a specified performance

M4 Explain why the chosen mechanical components are suitable for the application

D2 Justify the choice of three of the chosen components and identify possible alternatives

P5 Select an appropriate electric motor to power the mechanical system

M5 Justify the choice of electric motor for the assembled mechanical system

P6 Produce a general assembly diagram of your design, showing the mechanical components

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PO3 Assemble and test a mechanical system

P7 Produce a production plan for your product that provides the correct sequence of operations and toolsP8 Provide a risk assessment for the assembly process, identifying hazards, risks and control measuresP9 Carry out assembly operations to the appropriate standards and tolerances, including the correct use of relevant materials, equipment, tools, or products

M6 Suggest improvements or modifications that could be made to the mechanical system you have constructed.

P10 Work safely at all times, complying with health and safety and other relevant legislation, regulations, guidelines and local rules or procedures P11 Select and use appropriate measurement methods to test the mechanical elements of the constructed system and record the results of the test in an appropriate format.

M7 Justify the use of the selected measurement methods

D3 Evaluate the mechanical system you have constructed, covering how well the system meets the given specification and how testing supported any improvements made

P12 Create a preventative maintenance schedule for a mechanical system

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AssessmentamplificationThis section provides amplification of what is specifically required or exemplification of the responses learners are expected to provide.

This unit will be assessed through a centre set and marked assignment. The assignment will take approximately 20 of the 90 guided learning hours available for this unit. Internal assessments are subject to moderation by AQA.

It is recommended that this assignment should contain two distinct activities:

1. A research or product analysis task, where learners investigate the mechanical systems used in a range of commercial products and applications. This will address the requirements of PO1, and may provide evidence that supports some aspects of PO2.

2. A design and assemble activity. This task will allow the learner to design a mechanical system, assemble it and test the finished product.

The assignments produced by centres should be highly contextualised to their own resources. The product that learners design and assemble should:

• include pre-manufactured or bought-in components and an electrical drive • provide an output in a different type of motion to the input • change the magnitude of the input motion or force • require at least five of the skills indicated under the unit content for methods of assembling

mechanical systems.

The evidence submitted for assessment should include:

• a research report or product analysis • a general arrangement drawing of the designed item • a materials list • risk assessments for the manufacturing • a practical diary, including annotated pictures of the assembly operation and the final products • a quality test record sheet • a witness statement covering safe working • a preventative maintenance schedule for the finished product

PO1mechanicalsystemsandtheirpurposesTo achieve P1, the four examples to be described by learners should each convert their input motion into a different form of motion at the output (e.g. rotary to oscillating, linear to rotary etc.). A variety of different examples should be used. For example, these could be the power transmission system in a vehicle, an automatic door opener, an electric can opener, a robot arm etc.

To achieve M1, learners should include within their explanation a calculation of the change in magnitude of the motion (for example, such as the revolutions per minute) or force (for example, such as the mechanical advantage).

To achieve D1, the justification should refer to the type of mechanical system used in comparison to the alternative options.

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PO2DesigningmechanicalsystemsTo achieve P2, the design could be in the form of an annotated sketch, a scale-model or a virtual model. Learners will need to be provided with an appropriate design specification. This should include functional needs (for example accuracy, repeatability and safety considerations), constraints (for example, the resources or cost) and sustainability issues.

To achieve M2, the explanation should refer to how individual elements within the system combine together to fulfil the requirements. For example, this could refer to individual gears, bearings, and shafts. This could be achieved by a written statement or annotations on the design.

To achieve P3, learners could annotate the design specification or add an extra column explaining why each need is important.

To achieve P4, learners could provide a list of the materials to use. This could be a separate listing or a table on the general assembly drawing.

To achieve M3, this could be completed as a ‘reasons why’ column in the list of materials. This could, for example, refer to the different types of materials available, alternative sizes, or alternative component types.

To achieve D2, there must be three different types of component. At least two of the three components discussed should be directly involved with the transmission of motion or power, for example gears or shafts. The other component could be a seal, casing, or fastener etc. The justification could be in terms of, for example, relative performance, effect on function, economics or sustainability.

To achieve P5, the drive source selected could be listed in the materials list or on the general assembly drawing.

To achieve M4, the justification could be in terms of, for example, relative performance, accuracy of control, economics or sustainability.

To achieve P6, the general assembly drawing could be produced by hand or using CAD software.

PO3AssemblyandoperationofmechanicalsystemsTo achieve P7, learners should produce a production plan that identifies the main activities of the manufacturing process, such as, for example, the correct sequence of steps for assembling the product with materials and tools needed to be used at each stage.

To achieve P8, the risk assessment should identify hazards, risks and control measures.

To achieve P9 and P10, learners could provide evidence in the form of annotated photographs or a witness statement.

To achieve M5, learners could annotate a picture of their assembled system.

To achieve P11, learners should produce a completed test record sheet, identifying the tests or measurement carried out, the equipment and devices used, and the outcome of the test.

To achieve M6, learners could add the justification as an additional column if the test record form is in the tabular format.

To achieve D3, the evaluation should be objective where practicable, based on the test results. At least two improvements should be listed and explained in terms of how they impacted, or could impact, the testing carried out.

To achieve P12, the preventative maintenance schedule should list any lubrication requirements and their frequency, along with any condition or performance monitoring that should be carried out and the associated criteria that would trigger remedial action.

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Deliveryguidance:The performance outcomes should be, wherever possible, delivered through practical activities. These could include the inspection, dismantling, analysis and assembly of mechanical control systems and their components. It is important that the learner be exposed to a variety of different types of mechanical systems so that they may see the relevance of each type of system as it is being discussed.

The performance outcomes may be taken in any order. PO3 could be delivered before PO2 if it is felt that a particular group of learners would develop greater understanding of the design through carrying out the practical assembly activities first.

Performance outcome 1 is an overview of the purpose of mechanical systems, i.e. transmitting movement or force between different types of motion. This should include examples of a wide range of different applications, classified according to the type of mechanical systems used.

Performance outcome 2 develops an understanding of the components used in mechanical systems and how mechanical systems are designed. It is expected that the learners will be able to identify and use a wide range of mechanical components. Some knowledge may come from product disassembly activities, however to cover the full variety of different component types it may be advantageous to create and use a handling collection to support teaching and learning.

Performance Outcome 2 asks learners to design a pneumatic system. Centres can use a different type of fluid power system, focusing on hydraulic systems, if they prefer to.

Performance outcome 3 involves assembling and testing mechanical systems. A range of different systems should be assembled, to allow the different assembly techniques and skills to be experienced. When presented with the design of a mechanical system, learners should also be able to plan the assemble process and ensure that any risks to health and safety are minimised

Essentialresources:Learners should have access to have a range of products that include mechanical systems for product analysis. Ideally they should have the opportunity to disassemble these products to analyse their function and the components used.

For the designing, learners will need access to appropriate CAD and modelling software.

For the assembly and testing, learners should have access to a wide variety of pre-manufactured or bought-in components, to enable them to select appropriate components as required. They should also have access to a range of appropriate assembly tools and test equipment, so that they can become familiar with their safe operation.

EmployerengagementguidanceEmployer engagement within this unit could be developed through visits to engineering companies to look at the manufacture of different mechanical systems. It could also be supported through inviting specialist personnel to visit the centre as guest speakers, giving talks on the design and function of mechanical products manufactured by their company. They can also be a valuable resource for sample mechanical systems both working and damaged, each of which can be used for training purposes.

Additionally, the brief for the manufactured product could be developed in conjunction with a local employer, for example designing and manufacturing a prototype for a potential new product.

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UsefullinksandresourcesAt the time of publication, there are no textbooks which fully cover the specific topics in this unit. However, some relevant content can be found in the following:

• Advanced Design and Technology by E Norman, J Cubitt, S Urry and M Whittaker; publisher: Longman; 3rd edition (28 Sep 2000); ISBN-10: 0582328314

Useful educational websites which can provide a general introduction to mechanisms and gear systems are:

• en.wikipedia.org/wiki/Mechanical_system

• bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev1.shtml

• technologystudent.com/gears1/geardex1.htm

• technologystudent.com/cams/camdex.htm

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http://en.wikipedia.org/wiki/Mechanical_system

http://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev1.shtml

http://www.technologystudent.com/gears1/geardex1.htm

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Unit3Title Mathematics for EngineersUnit number J/506/5953

Assessment Externally assessed





AimandpurposeThe purpose of this unit is for learners to model and solve engineering problems across a range of practical engineering contexts through the use of mathematics.

UnitintroductionWhen designing engineered products, or solving engineering problems, engineers frequently have to select and apply mathematical techniques and methods. In this unit, learners will develop knowledge, skills and understanding of a range of standard mathematical techniques, enabling their selection and use in practical engineering situations. In particular, the learner will develop the ability to:

1. Solve problems using the practical application of mathematics2. Use arithmetic to solve engineering problems3. Use algebra to solve engineering problems4. Use trigonometry and co-ordinate geometry to solve engineering problems5. Use statistics to solve engineering problems6. Use calculus to solve engineering problems

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UnitcontentSolving problems using the practical application of mathematics • Apply mathematical skills to resolve engineering problems:

• Correctly determine the solution to engineering problems • Use standard mathematical symbols, layouts and annotation • Select appropriate information from resources (such as data tables and formulae) to be able to

evaluate engineering solutions • Selection and application of standard mathematical techniques and methods to address real-world

engineering problems • Methods of communicating mathematical information, including formulas, tables and graphs • Analysis of mathematical data

Using arithmetic to solve engineering problems • Perimeter and area of 2D shapes • Volume of 3D shapes • Common measures

Using algebra to solve engineering problems • Use of equations to solve engineering problems • Manipulation of equations to change the subject • Simplification of equations and functions • Indices • Quadratic equations • Simultaneous linear equations • Partial fractions • Interpret changes in engineering systems from graphs • Expressing equations of a straight line, trigonometrical and exponential functions using graphs • Rules of indices and laws of logarithms, including changing the base

Using trigonometry and co-ordinate geometry to solve engineering problems • Mathematical and graphical methods to find the position of objects and to determine how they

move relative to each other, including: • vector addition and subtraction. • convert between Cartesian (x,y) and polar (r,θ) co-ordinates • use and convert angles in both degrees and radians

• Solution of triangles, including the sine and cosine rules

Using statistics to solve engineering problems • Mean, median and modal averages • Cumulative frequency, variance and standard deviation • The use of statistical data in engineering and quality systems

Using calculus to solve engineering problems • Using graphs to find the solution to engineering problems • Use graphs to represent variables in engineering systems • Using differentiation and integration to determine the rate of change in engineering systems and to

identify turning points, maximum, minimum and optimum values

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AssessmentoutcomesLearners will be able to:

Assessment Outcome 1: Solve problems using the practical application of mathematicsa Apply mathematical skills to analyse, resolve and communicate the solutions to engineering

problemsb Select and apply mathematical techniques and methods in real-world engineering contextsc Reason mathematically, make deductions and inferences and draw conclusionsd Interpret and communicate mathematical information in a variety of forms appropriate to the

information and context

Assessment Outcome 2: Use arithmetic to solve engineering problemsa Calculate the perimeter and area of 2D shapesb Calculate the volume of 3D shapesc Solve practical problems requiring calculation with common measures (e.g. money, time, length,

mass, weight, force, energy, capacity, temperature). This may include, for example, calculating or costing material requirements

Assessment Outcome 3: Use algebra to solve engineering problemsa Use equations to solve engineering problems. For example, in electrical systems, this could

include calculating resistance (in series and parallel arrangements), voltage, current or power; and in materials, this could include the calculation of stress, strain and Young’s Modulus

b Manipulate equations to change the subjectc Simplify equations and functionsd Add and subtract indicese Solve quadratic equationsf Resolve simultaneous linear equationsg Decompose partial fractionsh Interpret changes in engineering systems from graphsi Use graphs to express equations of a straight line, trigonometrical and exponential functionsj Use rules of indices and laws of logarithms, including changing the base

Assessment Outcome 4: Use trigonometry and co-ordinate geometry to solve engineering problemsa Use mathematical and graphical methods to find the position of objects, and to determine how

they move relative to each other, including:i. vector addition and subtraction.ii. convert between Cartesian (x,y) and polar (r,θ) co-ordinatesiii. use and convert angles in both degrees and radians

b Calculate the dimensions and angles of triangles, including use of the sine and cosine rules

Assessment Outcome 5: Use statistics to solve engineering problemsa Calculate mean, median and modal averagesb Determine cumulative frequency, variance and standard deviationc Describe and explain how statistical data is used in engineering and quality systems

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Assessment Outcome 6: Use calculus to solve engineering problemsa Analyse, plot and interpret graphs to find the solution to engineering problemsb Use differentiation and integration to determine the rate of change in engineering systems, for

example position, velocity and acceleration; and to identify turning points, maximum, minimum and optimum values in practical engineering problems

AssessmentThis unit will be assessed through an external examination set and marked by AQA. The examination will take place under controlled examination conditions and the date will be published at the start of each academic year.



The examination will last 1 hour 45 minutes and the total number of marks available in the examination will be 80.




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Deliveryguidance:This unit content builds on prior learning in mathematics based on the National Curriculum requirements. It assumes that learners are able to:

• Add, subtract, multiply and divide any number • Use the terms square, positive and negative square root, cube and cube root • Understand equivalent fractions, simplifying a fraction by cancelling all common factors • Use decimal notation and recognise that each terminating decimal is a fraction • Use percentages • Interpret fractions, decimals and percentages as operators • Divide a quantity in a given ratio • Approximate to specified or appropriate degrees of accuracy including a given power of ten, number

of decimal places and significant figures • Recall and use properties of angles at a point, angles at a point on a straight line (including right

angles), perpendicular lines, and opposite angles at a vertex • Understand and use the angle properties of parallel and intersecting lines, triangles and quadrangles • Recognise reflection and rotation symmetry of 2D shapes • Distinguish between centre, radius, chord, diameter, circumference, tangent, arc, sector and

segment • Use 2D representation of 3D shapes • Measure and draw lines and angles • Draw triangles and other 2D shapes using a ruler and a protractor • Use calculators effectively and efficiently, including statistical functions

EmployerengagementguidanceOne method to develop employer engagement within this unit is to use visits to engineering companies. This could be in combination with activities for other units within this qualification. For example, if a visit is planned to an engineering company to look at materials, processing techniques and methods of quality control, the learners could also consider the mathematics that underpin the observed applications.

UsefullinksandresourcesLearners would benefit from reference to a standard Level 3 Engineering Mathematics text book. These might include:

• Mathematics for Scientific and Technical Students by H Davies and G Hicks; publisher: Routledge; 2nd edition (25 Mar 1998); ISBN-10: 0582413885

• Introduction to Engineering Mathematics by A Croft, R Davison and M Hargreaves; publisher: Prentice Hall; 1st edition (7 Feb 1995); ISBN-10: 0201624427

• Engineering Mathematics by K Stroud and D Booth; publisher: Palgrave Macmillan; 7th edition (22 Mar 2013); ISBN-10: 1137031204

Learners may also benefit from the use of a book of standard formulae, such as:

Tables, Data and Formulae for Engineers and Mathematicians by A Greer and D Hancox; publisher: Nelson Thornes; 2nd edition (1988); ASIN: B00EKYO5P8.

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Unit4Title Electrical Power SystemsUnit number Y/506/5956






Transferable skill/s contextualised within this unit

N/A


Centres will need access to electrical workshops and to a wide range of components and demonstration equipment. Reference books, video/DVD and access to the internet should be available.

AimandpurposeThe purpose of this unit is to give learners an understanding of the electrical components and principles relating to electrical power systems, enabling them to design a power system.

UnitintroductionThe unit would form an ideal introduction to the electrical principles and electrical components that keep the world functioning. Linking the essential components used in power systems with the key components, this unit will help learners to understand the interconnected aspects of power and how we design robustness and security into our systems.

The unit would be particularly useful to the learner embarking on, or contemplating, the career of Mechatronic Technician, Operations and Maintenance Technician, Design Technician and many other associated occupations.

Learners will examine electrical principles which form the basis of all electrical systems, focusing primarily on those found in power systems. They will concentrate on the design of electrical systems and explore the ideas of field automation, the structure and design of circuits, electrical isolation and electrical safety, preparing the learner for the practical application of the design skills which they demonstrate through this unit.

Learners will engage with practical testing of electrical systems including the equipment used, how to use it and different fault finding techniques, which are then applied to the system that has been constructed. They will explore safe systems of work within an electrical power setting covering; method statements, isolations, regulation and permits to work.

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UnitcontentElectrical principles within power engineeringElectrical circuits and machines

• DC Circuits • Use of Kirchoff’s law • Use of Ohm’s law

• DC Machines • Properties and construction of DC Motor • Properties and construction of DC Generator

• Power Factor • Calculation of power factors • Use of power factors

• Single Phase AC • Sinusoidal AC waveforms

• Three Phase AC • The characteristics of a three phase induction motor

Electromagnetism, mechanical and physical principles

• Induction • How Electro Magnetic Induction (EMI) produces an AC • The inductive effect of a coil • The operation of an induction loop

• Magnetic Field • How a magnetic field forms around an electric current • Principles of the operation of a transformer • Flux Density and Field Strength

• CapacitancePrinciples of electrical earthing

• Regulations • Provision and Use of Work Equipment Regulations (PUWER) • Lifting Operations and Lifting Equipment Regulations (LOLER)

• Electrical Protection Systems • Principles and operation of overcurrent devices • Fuses • Breakers • Over Current Relays • Lightning Arrester • Surge Arrester

• Earthing systems • TT system (earthed neutral) • TN systems (exposed conductive parts connected to the neutral) • IT system (isolated or impedance-earthed neutral) • Hazards associated with earthing and bonding activities

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Electrical engineering principles

• Application of mathematical formulae • Ordinary Differential Equations • Partial Differentiation. • Critical points of functions of two variables. • Application of partial derivatives to ordinary differential equations • Vector algebra • Analytic geometry. • Matrices and linear algebra.

• Electrical units and symbols • Abbreviations • International System of Units • Unit symbols • Numerical values • Quantity symbols • Conversion factors • Graphical symbols • Circuit Diagrams

Designing electrical power systemsPrinciples of designing electrical power systems

• Selection and placement of components • Design of the cable network • Design of the earthing network

Designing aspects of the power system

• Control system circuits and components • Principles of circuits • Different types of sensor and actuator

• Field automation • Types of field automation • Selection Criteria

• Electrical protection • Types of electrical protection • Selection Criteria

• Electrical isolation • Methods of isolation • Selection Criteria

Designing for maintenance

• Planning for a systems outage

Electrical testing and measurementEquipment • Multi-meters

• Oscilloscopes • Use of computers in testing

Condition based monitoring

• Benefits • Typical conditions checked during CBM

• Vibration monitoring • Oil checks • Thermal imaging • Ultrasound testing • Sound monitoring • Visual checks

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Fault diagnosis techniques

• A range of techniques • half-split • input/output • injection and sampling • unit substitution • six point • equipment self-diagnostics • emergent sequence • function/performance testing

Electrical safe systems of workRegulatory requirements

• IEE Wiring Regulations • Electricity at Work Regulations 1989 • Provision and Use of Work Equipment Regulations (PUWER) • Lifting Operations and Lifting Equipment Regulations (LOLER) • HSE Regulatory requirements

• Risk Assessments • Permit to Work systems • Method Statements • Accident reporting • Provision and use of PPE • Safe use of tools and equipment

Isolations • Methods of electrical isolation • Breakers • Fuses • Disconnection • Restrictions on live working • Release of stored energy

• Implications of ineffective isolations • Case studies

• Verifying Isolations • Procedure for proving an isolation • Lock off procedures


Performance outcome 1 Understand electrical principles within power engineeringPerformance outcome 2 Design electrical power systemsPerformance outcome 3 Carry out electrical testing and measurementPerformance outcome 4 Understand how to operate under electrical safe systems of work

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PO1 Understand electrical principles within power engineering

P1 Examine and describe the electrical principles of both single phase and three phase electrical power systems using appropriate abbreviations and unit symbols

M1 Compare situations where single and three phase power can be used

D1 Justify the choice of electrical protection used in a selected electrical power system

P2 Explain how electricity is generated and the differences between DC and AC generationP3 Examine and describe the relationship between electro magnetism and electrical power systems

M2 Describe the problems that can be caused by electro magnetism in electrical power systems

P4 Examine and describe the earthing protection used in two different electrical power systems and give the regulations that are being complied with

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P5 Calculate the:

• maximum expected fault current (short circuit current)

• voltage drop • transformer rated

current • transformer size • cable size

for a selected electrical power system

PO2 Design electrical power systems

P6 Design an electrical power system to meet a given specification

(Present the design in the form of an annotated sketch, explaining how the specification has been met)

M3 Explain how the full scale electrical power system could be maintained

D2 Justify the use of the key components in the electrical power system, considering alternative components and suggesting reasons for the choice made

P7 Construct a working model of the power system to demonstrate the control mechanism and the principles employed

M4 Explain how the control mechanism impacts on the electrical power system

P8 Outline, with the aid of a diagram, how the constructed electrical power system operates, providing detail of how the components work interdependently

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PO3 Carry out electrical testing and measurement

P9 Explain what is meant by the term ‘condition based monitoring’ P10 Describe three different fault finding techniques

M5 Compare and contrast the three fault finding techniques

P11 Demonstrate, with the use of photographs, the correct procedure for using:

• a multi-meter • an oscilloscope • a computer

when carrying out fault finding P12 Carry out three fault finding techniques for the constructed electrical power system model constructedP13 Outline four different conditions that can be checked during condition based monitoring techniques

M6 Provide a suitable monitoring regime for the electrical power system designed

D3 Justify the use of condition based monitoring techniques in the electrical power system

PO4 Understand how to operate under electrical safe systems of work

P14 Describe two significant UK regulations relevant to electrical power systems

M7 Provide an example of the way in which a typical method statement might be written

P15 Outline how a permit to work system would operate during maintenance and isolation procedures

M8 Compare and contrast three different methods of electrical isolation used in an electrical power system. (Methods of isolation should be included as part of the risk assessment).

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P16 Undertake a formal risk assessment for an identified maintenance activity on an electrical power system. The completed risk assessment should be presented along with explanatory notes.


PO1:UnderstandelectricalprincipleswithinpowerengineeringTo achieve P1, The evidence could be presented as an annotated diagram.

To achieve P2, The evidence could be presented in the form of an annotated diagram or sketch.

To achieve P3, learners should describe how electromagnetism is linked to electrical power systems, covering the principles of flux density and field strength. Learners will need to consider how a magnetic field forms around an electric current and how they interact. Learners should understand the beneficial and negative effects of electromagnetism on electrical power systems.

Tlo achieve P5, The learners may be given an example power system or instructed to research one for the calculations to be based on. Learners are expected to demonstrate the method for carrying out the calculations and not just include the result.

To achieve M1, learners should understand the differences between single phase and three phase power. Learners will need to give examples of where both single and three phase power are used and to explain the considerations in making the choice between single and three phase power.

To achieve M2, learners will need to give more detail on the problems that can be caused by electro magnetism in electrical power systems.

To achieve D1, The justification should be based on the use in a single electrical power system and will need to include considerations of at least one alternative electrical protection method.

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PO2:BeabletodesignelectricalpowersystemsTo achieve P6, learners will need to demonstrate an understanding of the key components of an electrical power system that the learner has designed to meet a design brief. The learner should use sketching techniques to help present the evidence. The components should be correctly labelled and accompanied with an explanation of how the design meets the brief.

To achieve P7, the learners need to construct a model of their design, using appropriately scaled components. Learners should explain the operation of the model. Learners should use appropriate hand skills in a safe manner to construct the scale model. The evidence can be presented using a combination of annotated photographs and diagrams.

To achieve P8, learners will need to explain how the model of the electrical power system operates. This should be based on the electrical power system designed to meet the design brief. Learners should give a detailed explanation of how each element of the system operates individually and how the system operates as a whole. The evidence can be presented as an annotated diagram or as a flow chart with explanations.

To achieve M3, learners will need to give an explanation of how the electrical power system designed for P6 should be maintained. The explanation will cover the maintenance of individual components and the system as a whole.

To achieve M4, learners will develop the answer given in P7 and explain how the control mechanism controls the electrical power system describing how each component is controlled.

PO3:BeabletocarryoutelectricaltestingandmeasurementTo achieve P9, learners should explain, giving examples, the term ‘condition based monitoring’.

To achieve P10, learners should choose and describe three different fault finding techniques appropriate for use with electrical systems.

To achieve P11, learners should demonstrate electrical testing methods. The learners should carry out supervised testing, in accordance with centre health and safety procedures. The evidence can be presented as annotated photographs and reflective statements. As a minimum the correct procedure for electrical testing using a multi-meter, oscilloscope and a computer must be covered. P11 demonstrates the use of problem solving skills.

To achieve P12, learners should use three different fault finding techniques appropriate for use with electrical systems.

To achieve M5, learners will build on P9 and P12, comparing and contrasting the three fault finding techniques listed. In the comparison, learners should cover the relative benefits and disadvantages of the three chosen techniques. The evidence can be presented in a table format with a summary paragraph.

To achieve P13, learners should identify four different conditions that can be checked using condition monitoring.

To achieve M6, learners will need to understand the importance of monitoring an electrical power system. The will create a plan to show a suitable monitoring regime for the power system they have designed.

To achieve D3, learners will build on M6 and justify the use of condition based monitoring techniques in electrical power systems. Learners will need to discuss the rationale behind condition based monitoring, the benefits and the costs.

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PO4:UnderstandhowtooperateunderelectricalsafesystemsofworkTo achieve P14, Learners should describe the requirements and restrictions under two significant regulations. Learners may be given a specific electrical power system for context or may research one independently. The evidence could be presented in the form of a table with commentary.

To achieve P15, Learners should describe the essential elements of a permit to work system, the legal responsibilities of the different stakeholders and the relationship with risk assessments and isolation procedures.

To achieve P16, learners will need to understand and apply the principles of risk assessment. Using the Health and Safety Executive Guidance as a foundation, learners describe the essential elements of a risk assessment process, who carries them out and legal requirements. Learners are expected to undertake a formal risk assessment of a maintenance activity. Ideally this could be done in an industrial environment.

To achieve M7, Learners should describe the common elements and purposes of the method statement, highlighting any regulatory requirements being met.

To achieve M7, The evidence may be presented in a table format, with suggestions given showing where the isolation methods would be suitable.

There are 4 example assignments given here that demonstrate how the full range of performance outcomes might be covered. Please note that the examples given are not mandatory but serve to illustrate the minimum complexity required.

Assignment1Performance outcomes P1, P2, P3, P4, P5 and M2 can be completed through an assignment comparing a DC and an AC power system. The assignment will require a research activity on two power systems: one system should be AC and one should be DC. The investigation will look at the range of components and use the application of mathematics to determine or confirm the electrical values in the system. The report could contain an annotated diagram using the appropriate abbreviations, units and symbols. The report will include detail on the earth protection both systems and the implications of electromagnetic interference.

The assignment can be extended to cover performance outcomes M1 and D1 by including a comparison of single and three phase power and by comparing the electrical protection methods used with alternatives.

Assignment2Performance outcomes P6, P7 and P8 can be completed through an assignment that designs an electrical power system against a given brief. The assignment will require a model of the electrical power system to be built. A diagram could be produced that gives detail of the components of the system, the control mechanisms and a flow chart describing how the power system operates. Performance outcomes M3, M4 and D2 can be covered through a justification of the power system components, a description of how the components impact on the operation of one another and how the system and individual components can be maintained.

Assignment3Performance outcomes P9, P10, P11, P12 and M5 can be completed through an assignment where fault finding is carried out on an electrical system, three different fault finding approaches will be undertaken using a range of testing methods with photographic evidence produced during the testing. The assignment can be extended to cover performance outcomes P13, M6 and D3 by including a report suggesting where condition based monitoring could be used within the system and justifying it’s use.

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Assignment4Performance outcomes P14-P16, M7 and M8 can be completed through an assignment to create a document describing a safe system of work for a given maintenance task on an electrical power system. Learners could create a permit to work for a specified electrical maintenance task and then role play the various stakeholders engaged in the activity. Relevant UK regulations and a formal, industry standard risk assessment form should be included as part of the evidence process.

DeliveryguidanceThe performance outcomes should be, wherever possible, delivered through the inspection, dismantling and observation of electrical systems and their components, with an emphasis on developing transferable skills to other different or more complex systems. It is important that the learner be exposed to complex systems from the first day of the course in order that she or he may see the relevance of each sub-system as it is being discussed.

The performance outcomes may be taken in any order however, it would seem appropriate to follow the order as presented.

Performance outcome 1 is an overview of electrical principles and components. It could be delivered through research on electrical systems, with the different electrical principles being explored as they occur. Many of these systems may be observed at a basic level by examining the functions of power systems in the centre’s workshops. Wherever possible the learner should be exposed to and assessed on power systems used in local industry, a manufacturing or process operation would be ideal for research purposes.

Performance outcome 2 develops the learners’ ability to design electrical systems. It would be advisable to build upon the principles and components from the previous learning outcome. Learners should examine existing designs of electrical systems and circuits and then design a simple electrical system against a given brief. They should then construct a working model of the power system with suitably scaled components.

Performance outcome 3 adds the areas of electrical testing and measurement. Learners should be given access to a range of electrical test equipment and ideally observe actual testing taking place in a real workplace. Learners should carry out test procedures on electrical equipment and systems within the centre and carry out fault finding on models that they have constructed. Introducing risk assessments and method statements would be appropriate at this stage.

Learners are expected to be able to select, risk assess and correctly use the range of test equipment specified. Testing techniques is only one part of the outcome, learners are also expected to use appropriate testing techniques as part of structured fault finding processes. It would be beneficial for learners to understand how industry uses structured fault finding techniques, this could be built into an industry visit or a specialist session run by industry.

Performance outcome 4 focuses the learners thinking on safe systems of work. It is expected that the learner should be familiar with safe working within the classroom environment and any industrial visits should include the key health and safety aspects of the workplace. Permit to Work schemes are industry standards of ensuring that all precautions have been taken to ensure the isolation of any equipment from pressure or voltage. These important issues must be impressed upon the learner.

Learners could be introduced to method statements, permits to work and isolation procedures during interactions with industry.

For this learning outcome the learners should need to research the regulations on electrical safety, including the employer and employee responsibilities. Case studies can be used and may include examples of both good practice and where practice went wrong. Accident investigations where failure to follow safe systems of work are cited as contributing factors could be used here.

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EmployerengagementguidanceLiaison with local industry is to be strongly recommended. Seek out their assistance in providing work placements or visits, invite specialist personnel to visit the centre and give talks on various aspects of their company relating to electrical power systems. They can also be a valuable resource for sample systems both working and damaged, each of which can be used for training purposes.

Centres should also be in contact with the professional institutions most of which have education officers who can marshal a team of volunteers to give talks, demonstrations and arrange visits.

A recent report, published in January 2014 and commissioned by CfBT, on employer engagement may be found on their website at: cfbt.com/en-GB/Research/.../2014/r-employer-engagement-2014.

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www.cfbt.com/en-GB/Research


Unit5Title UK Electricity IndustryUnit number D/506/5957







Research


Centres will need access to the internet and reference books

AimandpurposeThe purpose of this unit is to provide learners with an understanding of the history of the UK Electricity Industry, the constraints that it currently operates within as well as the drivers behind new technologies

UnitintroductionThe electricity industry comprises of generation transmission, distribution and supply businesses.

The unit would form an ideal introduction to the industry for learners who are new to the industry or who are interested in joining the industry. It is a general unit and therefore supports learners regardless of the type(s) of roles that they may have or are interested in having. It explains the key elements of the industry, the constraints which the industry operates within and the impact those constraints are having on the operation.

This unit examines the history of the industry to ensure learners appreciate how the industry has evolved including the economic and political drivers that led to the changes.

It explains the key players in the operation of the electricity system and the parts that they play, how they link together and looks at the key components of balancing supply and demand of electricity in the short term as well as the longer term impact of energy trading.

Learners will research the balance that is required to ensure continuity of energy supply whilst ensuring minimal impact on the environment against a backdrop of climate change, together with discussing the business benefits of companies supporting customers to manage and reduce their electricity demand. It also examines the current resource issues as well as the impact that sustainability will have on future resource requirements. Learners will research the technologies being developed and trialled by the industry to meet its sustainability targets in the future.

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UnitcontentThe history of the UK electricity industryNationalisation • The industry structure prior to nationalisation

• Reasons for nationalisation • Social • Economic • Political

• The structure of the industry prior to privatisationPrivatisation • The reasons for privatisation

• Social • Economic • Political

• The original privatised structure • The structure and key players now • Impact of competition on the electricity industry

The operation of the UK electricity industryGeneration • The high level generation process

• Types of fuels used for generation and the benefits • Political factors that affect raw fuel supply • Localised energy generation

Transmission • The key players in transmission in the UK • Interlinking of transmission networks • The bulk transfer of electrical energy process, from

generating power plants to electrical substationsDistribution • The role of Distribution Network Operators

• The delivery of electricity to end users • The geography of the Operators

Supply • The role of the electricity supply companies in providing electricity to customers

• The implications for customers of the current supply structure

The technical background to transmission system managementBalancing Electricity • Why balancing is required

• The balancing process • How historic occurrences support future predictions • The economic impact of the bidding process

Trading Electricity • The trading process • The economic impact of the trading process (eg Retail Price Index (RPI)

The role of the industry regulatorThe Regulator • The role of the Regulator

• The reasons for introducing regulation • The impact of regulation on business activities

Transmission & Distribution price controls

• The breadth of these price controls • The impact on businesses of these price controls

Others involved in governance of industry

• ENA • Energywatch • Elexon • DECC • BIS

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The impact of sustainability on energy businessesReducing world natural resources

• The impact of reducing world natural resources used in the generation of electricity

Climate change • The impact that current electricity generation methods is having on climate change

• The impact that climate change is having on the distribution of electricityEnvironmental targets • Understand the impact that current environmental targets is having on

the electricity industry Lessons learnt from world power blackouts

• Be aware of major power blackouts in other countries and their causes • The impact that these occurrences have had on the UK electricity

industry Reduction in energy demand

• The role that the industry plays in supporting customers manage and reduce their consumption

Customer awareness of green issues

• The importance of sustainability to customers • The ways in which companies respond to this requirement • Why responding to this requirement is important to Companies

Resource (workforce) sustainability issues

• The main drivers for the increase in numbers of skilled employees required to support the industry

• The balance of skills required for the future

The way that new technology is changing the UK energy industryR & D and implementation of new technologies

• The main drivers for the development of new technologies • The types of new technologies being developed and trialled • The support the Regulator gives to some development

Smart grids • The main drivers and benefits of smart gridsSmart cities • The impact and progress towards smart cities


Performance outcome 1 Understand the history of the UK Electricity industry Performance outcome 2 Understand the operation of the UK Electricity industryPerformance outcome 3 Understand the technical background to transmission system

management Performance outcome 4 Understand the role of the industry Regulator Performance outcome 5 Research the impact of sustainability on energy businessesPerformance outcome 6 Research the way that new technology is changing the UK energy

industry

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PO1 Understand the history of the UK Electricity industry

P1 Outline the history, from pre-privatisation to current day, of the electricity industry

M1 Explain the reasons for the changes linking them to political and economic drivers

D1 Evaluate the effectiveness of competition within the current structure

PO2 Understand the operation of the UK Electricity industry

P2 Produce a diagram/model to describe the stages of the electricity journey from generation to homes & businesses

M2 Explain the voltages involved at each stage and what the major plant & apparatus requirements are to facilitate the journey

D2 Evaluate the impact that local generation has on the operation of the UK electricity industry’

P3 Describe the role of the supply businesses in providing electricity to customers

PO3 Understand the technical background to transmission system management

P4 Describe the process of system balancing and who is involved

M3 Research the different balancing strategies used depending on the generation production gap highlighted

P5 Identify the relevance of historic data to predict current and future useP6 Describe the energy trading process and the long term impacts

M4 Explain the impact of energy trading on current energy prices

D3 Analyse the impact of energy trading on RPI

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PO4

Understand the role of the industry Regulator

P7 Identify who the Regulator is, explain the reasons why regulation was established and the powers that the Regulator has

M5 Compare the business impact of operating in a regulated environment against a ‘free’ market

D4 Using the objectives of a distribution price control, investigate and report on the measures that are used to drive business performance

P8 Identify other bodies that the Industry uses to monitor and improve its performance

PO5 Research the impact of sustainability on energy businesses

P9 Identify the environmental targets that impact the electricity industry

M6 Using current generation fuel mix information, analyse the practical implications of meeting the environmental/climate change targets on electricity generation

D5 Analyse why green issues are important to customers and give examples of actions that businesses have taken to address these issues

P10 Research the impact of reducing natural resources on the generation of electricityP11 Consider future energy demand and describe why businesses would support customers to use less electricityP12 Highlight the impact of the skills shortage within the industry

PO6 Research the way that new technology is changing the UK energy industry

P13 Describe, with examples, the major new technologies that are being developed/trialled in the electricity industry

M7 Evaluate the impact of new technologies on the UK economy

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To achieve a pass in this unit, learners must demonstrate an understanding of the electricity industry from history to the future. Achievement of a merit or distinction grade will require learners to submit work that demonstrates additional depth and breadth in the subject being assessed.

Evidence of performance outcomes can be collected from a variety of sources such as assignments, practical activities and written reports. It would seem most appropriate for learners to produce an in-depth report covering all aspects of the assessment criteria. The report should be formatted in typical business style, containing title, executive summary, contents, introduction, main body, conclusion, and references. The main body of the report can be built as the unit progresses with the executive summary, introduction and conclusion being written at the end of the unit.

DeliveryguidanceThe performance outcomes should be, wherever possible, delivered through lecturer input sessions with discussion to highlight the relevant points. It is important that the learner is able to see this unit as ‘setting the scene’ and is able to see the inter-links between elements of this unit.

The performance outcomes may be taken in any order although, due to relationships between the content, performance outcome 1 should precede performance outcome 3, and performance outcome 5 should precede performance outcome 6. It would seem appropriate to follow the order as presented.

The course of study begins with Performance outcome 1, an overview of the history of the industry from prior to Nationalisation, through Privatisation to present day and the drivers behind the changes, including legislation. Wherever possible the learner should be encouraged to find out their nearest power station, identify who owns it and its ownership history.

Performance outcome 2 examines the role of each of the key players in the operation of the electricity system and how they link together. These should be addressed in the normal sequence of operation. The Learner should start to understand the different voltages at different stages of the electricity journey as well as the key plant and apparatus required to link traditional generation with transmission and distribution. More detail on this plant and apparatus will be looked at in different units. The Learner should also be able to describe high level terms where some new generation technologies fit into the generation landscape. The learner should be encouraged to identify the key plant and apparatus near their homes and/or travel to the centre. They should also be encouraged to find out which DNO area their house falls within as well who their electricity supply company is.

Performance outcome 3 extends the understanding of how the electricity system operates in the short term to ensure that there is sufficient available power being generated to meet demand and what happens if a short fall occurs, along with the financial implications of these shortfalls. Drivers such as, for example, weather or events on demand need to be considered here. It explains how historic data is used to support future predictions and who is responsible for undertaking this balancing role and who else is involved. Performance outcome 1 will have explained the role and who undertakes it. Understanding that energy is traded in advance (like any other commodity), and therefore the future price is set based on a number of predictions, will facilitate the Learners understanding of the political/business debate which frequently occurs about the cost of energy. The Learner also needs to understand the impact of political changes on, for example, the price of gas. The Learner should be able to link the impact that the cost of energy has on key economic measures such as, for example, RPI and inflation.

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Performance outcome 4 progresses the learner to understand and explore the impact of regulation on the industry and why the role of the Regulator was established, together with the business-critical powers that the Regulator wields. The Leaner should explore the price control mechanism and what performance measures it uses to compare the performance of different businesses. This should include the value of fines for poor performance and incentive payments for meeting or exceeding key targets. The Leaner should also understand other Bodies who work with the Industry to improve a range of key activities such as, for example, safety performance.

Performance outcome 5 presents an overview of the context in which the industry operates, from climate change to skills shortages. It will allow the learner to use any previous climate change learning and apply its impact within this industry. The learner will also start to appreciate that by linking current generation fuel-mix information with the current climate change targets and the rate of progress of installation of new technologies, there will be shortfall in energy production. The skills shortage issue is a result of 4 key factors; aging workforce due to limited recruitment for a number of years; increased infrastructure replacement programmes to ensure that the systems can operate; different skills required for new technologies; and nuclear new build. Learners need to understand this situation and explain the benefits and challenges it presents.

Performance outcome 5 also starts to support the learner in exploring some of the social drivers behind some industry actions, such as the customer green agenda and wanting choice about the type of generation methods used, as well as supporting customers to save money by reducing their consumption through home insulation, appliance ratings, energy monitoring equipment.

Performance outcome 6 builds on some elements of performance outcome 5 as it looks at why new technologies are required, along with some of the trials that are currently taking place to prove whether they work before national implementation. It will also allow the learner to appreciate that the Government and the Regulator are supporting industry through supporting them to develop and trial new technologies such as, for example, the low carbon network fund and the low carbon investment fund.

This performance outcome also looks to the future and starts to help the learner think about what the infrastructure could look like in terms of smart grids and smart cities, and the types of changes that these will bring to how we live. These could include: electric vehicles; dynamic real time flow of information to enable demand to be managed such as, for example, remote operation of domestic appliances; and the roll-out of smart meters.

The smart city concept will see the learner understand that this is aimed at more than energy by using data and joining up services, for example transport with CCTV to enable better traffic flows; monitor energy levels to find new ways of providing gas and electricity to poorer areas where fuel poverty is a big issue. Much of the information required for this unit is available on websites and should supported by an industry visit. The outcomes from this unit can then be used as a source of information to support other units in the qualification.

EmployerengagementguidanceLiaison with local industry is to be strongly recommended. Seek out their assistance in providing work placements or visits, invite specialist personnel to visit the centre and give talks on various aspects of their company relating to some of the content of this unit

Centres should also be in contact with the professional institutions most of which have education officers who can marshal a team of volunteers to give talks, demonstrations and arrange visits.

A recent report, published in January 2014 and commissioned by CfBT, on employer engagement may be found on their website at: cfbt.com/en-GB/Research/.../2014/r-employer-engagement-2014.

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www.cfbt.com/en-GB/Research

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UsefullinksandresourcesBeggs, C, “Energy: Management, Supply and Conservation”, Butterworth – Heinemann, 2002.

Boyle, G et al, “Energy Systems & Sustainability – Power for a Sustainable Future”, OUP, 2003.

bath.ac.uk/management/cri/pubpdf/Industry_Briefs/Electricity_Gillian_Simmonds.pdf

ofgem.gov.uk/electricity

decc.gov.uk

bis.gov.uk

smartestenergy.com/Knowledge-Bank/Energy-Industry/Energy-Industry.aspx

2.nationalgrid.com/UK/Our-company/

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http://www.bath.ac.uk/management/cri/pubpdf/Industry_Briefs/Electricity_Gillian_Simmonds.pdf

https://www.ofgem.gov.uk/electricity

http://www.decc.gov.uk

http://www.bis.gov.uk

http://www.smartestenergy.com/Knowledge-Bank/Energy-Industry/Energy-Industry.aspx

http://www2.nationalgrid.com/UK/Our-company/


Unit6Title Electrical Power - GenerationUnit number H/506/5958







Communication


Internet access for research

Technical Manuals / Design Specifications - Generator Manufacturers

Physical examples of materials – small generator, dynamo

Photographic or physical support materials – plant, apparatus, fittings and tools

AimandpurposeThe purpose of this unit is to provide learners with an understanding of the types and characteristics of plant and apparatus used in the UK power generation sector. The learner will gain an understanding of generation design principles, the differing types of generation used in the UK and an insight into the future development of the industry.

UnitIntroductionThis unit is designed as an introduction to the UK generation industry which produces and supplies electricity to the UK’s national grid network. The knowledge gained by achievement of the unit will give learners an understanding of the differing methods of power generation and the processes involved.

In addition learners will gain an understanding of the plant and apparatus used and their function. The unit does not require the learner to have any previous knowledge of the subject.

Due to the hazardous nature of work in the power sector and the rigorous safety requirements for all practical activities carried out on generation sites, this unit is knowledge based. However, wherever possible samples of components and practical activities should be incorporated in the learning.

The unit is ideally suited to learners who would like to gain employment within the power sector.

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UnitcontentPrinciples and design of power generatorsPower Generator Principles

• atomic structure and properties of conductive and non-conductive materials

• method of electron movement in conductive materials – induction and magnetism

• principles of electro-magnetic generation – single and three phase • direct current and alternating current – characteristics, comparison of

uses and advantages and dis-advantages • direct current rectification – purpose and method

Power Generator Design

• characteristics of electro-magnetic generators - dynamo, alternator and induction generator

• electro-magnetic three phase generator design principles and operation • design characteristics and usage of air cooled, water cooled and

hydrogen cooled generators • UK generation range, frequency and synchronisation • generation interconnection – requirements and method of

interconnection of differing generation sources • power generation options for the UK in the future

Thermal power generationThermal Energy Generation

• sources of fossil fuels – coal, gas and oil • comparison of fossil fuels energy sources – advantages / disadvantages,

costs and efficiency, approach in the UK / Overseas • design of a thermal generation plant – process and function of apparatus • boiler and steam process – design and function of apparatus involved in

the process • steam driven turbines – design characteristics • thermal efficiency – thermodynamic principles, Rankine cycle

Combined Heat and Power Stations (CHP)

• design principles of a CHP generation plant – process and operation method

• CHP plant – advantages and disadvantagesCombined Cycle Gas Turbine Generation (CCGT)

• design principles of a CCGT generation plant – process and operation method

• CCGT plant – advantages and disadvantages UK Regulator and Carbon Capture Storage

• UK Regulator – role and duties • plant emissions – methods of treatment / cleansing, environmental

impact • principles and purpose of carbon capture and storage • CCS regulatory requirements, principles and methods • CCS benefits, political and environmental impact

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Nuclear power generationNuclear Energy Generation

• the history of nuclear energy generation in the UK • sources of radio-active material for nuclear power generation • principles of nuclear fission in a nuclear reactor • design features and requirements of a nuclear energy plant • design principles and operating process of a European pressurised

water reactor (EPR) • nuclear reactor process • reactor cooling • nuclear safety systems

• positive and negative aspects of nuclear energy - treatment of waste and environmental impact,

• the use of future technologies in nuclear fusion

Renewable energyRenewable Energy Generation

• sources of renewable energy - wind, wave, geothermal, marine, hydro, biomass and solar

• design features and operation of renewable energy plant - wave, geothermal, marine, hydro, biomass and solar

• design features and operating process of a wind turbine • comparison of renewable energy sources – advantages / disadvantages,

costs, efficiency and environmental impact, • the use of future technologies

Distributed (Micro) Generation

• principles and purpose of distributed generation • sources of distributed energy – photovoltaic solar systems, small-scale

wind turbines, ground source heat pumps, micro combined heat and power installations, biodiesel and biogas

• operation and design features of each type of distributed energy • effect and control of distributed generation on the UK network


Performance outcome 1 Understand the principles and design of power generatorsPerformance outcome 2 Produce design plans for thermal power generationPerformance outcome 3 Produce design plans for nuclear power generationPerformance outcome 4 Produce design plans for renewable energy power generation

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http://en.wikipedia.org/wiki/Photovoltaic_array

http://en.wikipedia.org/wiki/Wind_turbines

http://en.wikipedia.org/wiki/Ground_source_heat_pumps

http://en.wikipedia.org/wiki/Micro_combined_heat_and_power

http://en.wikipedia.org/wiki/Micro_combined_heat_and_power

http://en.wikipedia.org/wiki/Biodiesel

http://en.wikipedia.org/wiki/Biogas

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PO1 Understand the principles and design of power generators

P1 Describe, with the use of electrical formulae, the method and principles of electron movement used to produce electrical energy in conductive materials Incorporating electrical formulae to demonstrate the effect

M1 Produce a diagram of a three phase waveform, supported by electrical formulae to demonstrate the effect of a generator in operation

P2 Describe the electro-magnetic principles and theory of producing single and three phase alternating current

M2 Explain the technical issues to consider when planning the interconnection of generation sources

P3 Explain with the aid of diagrams the components and operations of a three phase generator

M3 Identify UK generation input and output voltage ranges, frequency and the method of synchronisation

D1 Evaluate the potential effects of future technologies on generator design

PO2 Produce design plans for thermal power generation

P4 Identify the UK’s past and present sources of supply for each prime source of fossil fuel

M4 Compare and contrast the prime sources of fossil fuel when used as an energy heat source

D2 Evaluate the future usage of fossil fuels as an energy source for UK power stations and the reasons for these findings

P5 Produce a design plan for a thermal power station, identifying:

• the key components • the plants process

cycle

to generate power

M5 Provide technical data and operating statistics for the operation of a UK thermal power station

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P6 Describe the treatment and processes used to reduce harmful fossil fuel generation plant emissions

M6 Explain the effects of untreated fossil fuel emissions on the environment

D3 Draw comparisons with the approach being taken by other countries that utilise fossil fuel power stations

P7 Explain the principles and processes of carbon capture and storage used in UK power stations including:

• referenced technical data and statistics for the process of carbon capture and storage

• the key political and environmental drivers which influence the adoption of carbon capture storage in the UK

P8 Describe the function and responsibilities of the “Regulator” in regard to the UK generation industry

M7 Describe how regulatory requirements influence the way the UK generation sector operates

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PO3 Produce design plans for nuclear power generation

P9 Describe with the aid of diagrams and technical data the process of nuclear fission to produce the heat source in a nuclear power plant

M8 Explain how nuclear power station designs have changed and improved from their inception, with reference to the cause and effect of past nuclear power plant failures and the lessons learned

D4 Evaluate the potential of future generation technologies for nuclear fusion

P10 Produce a design plan for a nuclear power station, identifying:

• the key components • the plants process

cycle

to generate powerP11 Describe with the aid of diagrams and technical data how the nuclear reactor process works including:

• the process used for cooling the reactor core

• the purpose of the three primary objectives of nuclear safety systems as defined by the Nuclear Regulatory Commission

P12 Produce a summary report describing the positive and negative aspects of nuclear energy, detailing:

• the treatment of nuclear waste in the UK

• scientific data • political issues

affecting future development of nuclear energy worldwide

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http://en.wikipedia.org/wiki/Nuclear_Regulatory_Commission

http://en.wikipedia.org/wiki/Nuclear_Regulatory_Commission


PO4 Produce design plans for renewable energy power generation

P13 Describe the prime sources of renewable energy used for UK generation and identify their characteristics

M9 Provide a comparison of the differing energy sources advantages and disadvantages

D5 Analyse how future technologies could influence the growth of renewable energy sources

P14 Produce a design plan for a generation plant using a renewable energy source, identifying the key components and the plants process cycle to generate power

M10 Provide technical data and statistics for the operation of the designed renewable energy plant

D6 Evaluate future prospects for the interconnection of distributed / micro generation across the UK

P15 Describe with the aid of diagrams the design features and operating process of a wind turbine including technical data / formulae to demonstrate the electrical output and efficiencyP16 Produce and present a design layout that reflects the technical issues and considerations of distributed generation sources feeding into the grid network demonstrating how differing distributed generation sources feed into the UK grid network

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Learners will be presented with an opportunity to demonstrate the transferable skill of Communication when completing P16 and P12.

The assessment of the Performance Outcomes in this unit may be delivered through either a series of individual assignments or, as the module criteria is directly related, through one larger project assignment.

PO1UnderstandtheprinciplesanddesignofpowergeneratorsFor P1-P3, learners could produce a report. M1-M2 follow on sequentially from P1-P3 and require the learner to supply technical data and demonstrate greater depth of understanding.

For D1, the learner should provide reasoned evidence of the effect that future technologies may have generator design, supported by research evidence.

PO2ProducedesignsforathermalpowerstationFor P4, M4 and D2, learners could produce a report, a blog, a magazine article or a presentation.

For P5, the plan could be a two dimensional layout. It does not have to be to fully dimensioned, but should include the main elements and be approximately to scale.

For P6, P7, M5, M6 and D3, learners could produce a formal report.

For P8 and M7, learners could produce a report, a magazine article or a presentation.

PO3 Produce design plans for nuclear power generation

For P9, P11, M8 and D4, learners could produce a report, a blog, a magazine article or a presentation.

For P5, the plan could be a two dimensional layout. It does not have to be to fully dimensioned, but should include the main elements and be approximately to scale.

For M9, learners should produce a formal report.

PO4 Produce design plans for a renewable energy power generation

For P13, M10 and D5, learners could produce a report, a blog, a magazine article, a presentation or even a video.

For P14, the plan could be a two dimensional layout. It does not have to be to fully dimensioned, but should include the main elements and be approximately to scale. The learner can select a renewable energy source of their own choice. This may be beneficial to learners wanting to study in more depth a particular energy source in which they have an interest. M11 could be evidenced by commentary to the design or a separate report.

For P15, learners could produce a report, a magazine article, or a presentation.

For P16 and D6, learners could produce a report, a magazine article or a presentation.

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Deliveryguidance:The delivery of the modules in this unit will ideally be delivered by a tutor with relevant experience and knowledge of the generation industry. The unit modules could be delivered by a series of interactive lecture sessions or incorporated into the practical delivery of a skills based course module. Due to the rigorous safety requirements, restricted access to generation sites and the size and scale of generation plant and apparatus, the use of visual imagery and internet resources will be essential to demonstrate the range and type of plant and apparatus used in the sector.

Performanceoutcome1Performance outcome 1 requires the learner to identify the range of generation energy sources contained in the thermal, nuclear and renewable energy groups and describe their function in relation to power generation. This could be delivered through the use of tutorials and a project activity.

Performanceoutcome2Performance outcome 2 requires the learner to understand thermal power generation, identifying the key pieces of equipment required and the process by which power is generated. This could be delivered through the use of tutorials which include visual images to support the delivery. Where possible a site visit to a generation stations visitor centre would be of benefit to gain an appreciation of the size, scale and an understanding of the processes involved. By looking at the political and environmental factors and efficiency of fossil powered power stations in the unit, learners should be able to evaluate the likelihood of thermal power stations becoming obsolete in the UK

Performanceoutcome3Performance outcome 3 has similarities with performance outcome 2, but aims to provide the learner with an understanding of the requirements of a nuclear energy station rather than a thermal station. The learner should understand nuclear power generation, identifying the key pieces of equipment required and the process by which power is generated. This could be delivered through the use of tutorials which include visual images to support the delivery. Where possible a site visit to a nuclear generation stations visitor centre would be of benefit to give the learner an appreciation of the size and scale and an understanding of the processes involved.

Performanceoutcome4Performance outcome 4 also has similarities with performance outcome 2, but aims to provide the learner with an understanding of a range of approaches to generate renewable energy rather than a thermal station. This outcome could be delivered through a combination of lecture sessions and guided research to gather the data required around the subject.

Essentialresources:Internet access for research Technical Manuals / Design Specifications - Generator ManufacturersPhysical examples of materials – small generator, dynamoPhotographic or physical support materials – plant, apparatus, fittings and tools

Employerengagementguidance:Due to the specialised nature of the plant, apparatus, materials and methods used on generation sites, it would be extremely advantageous for training providers to either be in a position of having delivered practical training for the topics covered or have an arrangement with a generation company to support the resource requirements and/or delivery of this module

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Usefullinksandresourcesenergy-uk.org.uk

british-energy.com/

centrica.com/

drax.com/

edfenergy.com/

eon-uk.com/

nda.gov.uk/

rwe.com/web/cms/en/97798/rwe-npower/

sse.com/

world-nuclear.org/info/Country-Profiles/Countries-T-Z/United-Kingdom/

gov.uk/government/policies/increasing-the-use-of-low-carbon-technologies/supporting-pages/new-nuclear-power-stations

ofgem.gov.uk/

aqa.org.uk

http://www.energy-uk.org.uk

http://www.british-energy.com/

http://www.centrica.com/

http://www.drax.com/

http://www.edfenergy.com/

http://www.eon-uk.com/

http://www.nda.gov.uk/

http://www.rwe.com/web/cms/en/97798/rwe-npower/

http://sse.com/

http://www.world-nuclear.org/info/Country-Profiles/Countries-T-Z/United-Kingdom/

https://www.gov.uk/government/policies/increasing-the-use-of-low-carbon-technologies/supporting-pages/new-nuclear-power-stations

https://www.gov.uk/government/policies/increasing-the-use-of-low-carbon-technologies/supporting-pages/new-nuclear-power-stations

https://www.ofgem.gov.uk/


Unit7Title Electrical Power – Transmission networksUnit number K/506/5959







N/A



Technical Design Specifications

Technical Manuals

Transmission Network diagrams / plans

Visual and/or physical examples of plant, apparatus, equipment, materials, configurations

AimandpurposeThe purpose of this unit is to give learners an understanding of the size, structure and range of the UK’s electrical power transmission network. The learner will gain an understanding of the regulatory requirements involved in the design and planning of work on the network and the range of plant, apparatus and materials used in the transmission of power across the UK.

UnitintroductionThis unit is designed as an introduction to electrical transmission networks which are used to carry the bulk transfer of high voltage electricity from power stations across the country to regional distribution companies. The knowledge gained by achievement of the unit will give learners a broad understanding of the structure of a transmission network and how it operates in the UK. In addition learners will gain an understanding of the equipment and components used and their function. The unit does not require the learner to have any previous knowledge of the subject as all of the required information will be provided.

Due to the hazardous nature of work in the power sector and the rigorous safety requirements for all practical activities on a transmission network, this unit is predominantly knowledge based, however wherever possible practical activities should be incorporated and samples of equipment and components should be made available for examination.

The unit is ideally suited to learners employed within the power sector to provide the technical knowledge required to support practical work activities and also learners who would like to achieve the qualification in order to gain employment within the power sector.

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UnitcontentPower Transmission – Transmission networks and market structureUK Transmission Networks

• UK transmission companies – National Grid, Scottish Power Energy Networks, Scottish and Southern Energy and Northern Ireland Electricity, an overview of each networks size, range and capacity

• UK transmission companies responsibilities – managing output, managing security, controlling voltage and frequency

• balancing supply with customer demand – methods used • how transmission companies earn revenue – method and process • transmission interconnectors with other countries • grid control centres

• purpose and responsibilities • system automation

Transmission Network Design

• designing and routing transmission lines – overview of National Policy Statement (EN1 & EN5) / Holford Rules

• tower types and classifications – intermediate, angle, terminal / PL, L, D • tower selection considerations – conductor stresses, site / environmental

conditions • circuit types – single circuit, double circuit characteristics • circuit identification – methods of nomenclature • reasons for extra high voltage transfer, incorporating energy loss

calculations, reducing losses / fixed losses • the use of future and new technology in network design

Power Transmission – Plant and apparatusTransmission – Plant and Apparatus

• super grid transformers – function, characteristics, voltage range, Buchholz relay – purpose, method of operation

• step up / step down transformers – purpose, method of operation - tap changers, winding ratio’s / configurations – star, delta

• circuit breakers – ABCB, OCB, SF6, Vacuum, function, characteristics, operating process, insulation mediums

• switchgear – Oil filled, Air, SF6, Vacuum, function, characteristics, operating process, insulation mediums

• bus-bar equipment – function and characteristics dis-connectors, earth switches, conductors and insulators,

• compressed air plant and systems - function and characteristics • power system management plant – function and characteristics -

reactors, capacitor banks, regulators • the use of future and new technology in transmission plant design

Power Transmission – Overhead linesPlanning considerations • resource planning - methods, process

• UK design principles - regulatory requirements • environmental factors - overhead / underground • roles and responsibilities - planning, wayleaves

Tower Design Specifications

• design specifications – tower stubs, structural stresses • tower specifications types – intermediate, angle, section and terminal

configurations – design, purpose • stringing and termination – methods of installing and tensioning, design

sag, specification criteria • conductor harmonics – cause and effect on the network • conductor ice loading / galloping – cause and effect

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Overhead Line Conductor

• conductor design principles • UK sizes and types, Aluminium - AAAC, ACSR, ACCC, design

characteristics, technical specifications • voltage range bundle configurations - 275kV, 400kV • overhead ground wire – purpose, composition • optical ground wire – purpose, composition

Overhead Line Connections and Fittings

• conductor joint design principles – design characteristics • 275kV conductor connection– methods tension, non-tension • 400kV connection methods – tension, non-tension • jointing methods – conductor preparation, effect of high resistance joints • insulators – glass, porcelain, polymeric - properties, function, • dampers, arcing horns – design, function and effect

Power Transmission – Underground ablesUnderground Cables • 275kV / 400kV cable types - Fluid Filled, XLPE and Gas Insulated Lines

(GIL) - design principles, structure, properties • design planning – costs, restrictions, environmental impact, cost

comparison with overhead lines, regulatory requirements, use of new/future technologies

• undergrounding cables – Surface Trough, Direct Buried and Tunnel – methods of installation, differing characteristics

• underground cables – magnetic fields, effect, strength / distance ratio, comparison with overhead lines

Underground Cable Joints

• 275kV / 400kV cable joints – Transition, Sealing Ends, Stop Joints, Terminations - design principles, specifications

• insulation, screening, moisture ingress prevention – types purpose, effect • 275kV / 400kV cable joints – preparation and method of installation • cable faults – typical causes, methods of location, effect on system,

Power Transmission - SubstationsTransmission Substations

• substation design principles – layout, schematic connection of plant and apparatus

• substation automation – equipment, purpose - Supervisory Control and Data Acquisition (SCADA) – purpose, method of operation, benefits

• substation protection – protection relays, Intelligent Electronic Devices (IEDs) – purpose, method of operation

• Use of new and future technology in transmission substationsTransmission Substation Earthing

• substation earthing principles – purpose and method • substation earth resistance values – measurement • effects of depleted earthing, step potentials • earthing transformers – principles, function, winding configuration • lightning protection – methods, purpose

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Performance Outcome 1 Produce a proposal for a new transmission route identifying the design considerations

Performance Outcome 2 Identify the different types of transmission plant and apparatus and their function

Performance Outcome 3 Plan the installation of overhead transmission conductors and the materials required

Performance Outcome 4 Produce a project plan for the installation of an underground transmission cable identifying the design considerations involved

Performance Outcome 5 Produce a schematic diagram of a transmission substation and its associated plant and apparatus





PO1 Produce a proposal for a new transmission route identifying the design considerations

P1 Describe the structure of the UK national grid network and the size and range of the companies involved P2 Describe the transmission responsibilities of National Grid and the methods adopted to achieve them

M1 Describe the operational relationship between the transmission companies that feed into the national grid

D1 Provide comparisons across the range of UK transmission companies and evaluate the differences between them

P3 State the purpose and responsibilities of a grid control centre in relation to the control of work on the transmission network

M2 Explain how system automation supports the function of the network control centre

D2 Provide researched evidence to describe how future technologies could affect the future design and operation of transmission networks

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P4 Produce a proposal for a new transmission route detailing the considerations of your design including:

• the cost comparison between overhead and underground routes

• the effect that design policies, legal requirements and environmental issues have on the proposal

P5 Explain the reasons for the different transmission circuit types and identify the methods of overhead and underground transmission circuit identification

M3 Explain why the bulk transfer of electricity across circuits is carried out at extra high voltages (EHV)

PO2 Identify the different types of transmission plant and apparatus and their function

P6 Describe with the aid of diagrams the types, function and characteristics of transmission plant and apparatus including:

• Transformers • Circuit Breakers • Switchgear • Busbars • Compressed Air

Systems

M4 Explain how the differing pieces of plant and apparatus interconnect with each other in a typical transmission substation site

D3 Research the effects that future technologies will have on the plant and apparatus used by the transmission sector

P7 Describe with the aid of diagrams the function and method of operation of a grid transformer tap changer

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PO3 Plan the installation of overhead transmission conductors and the materials required

P8 Using overhead line design specifications, produce a scale plan and profile view of a 275kV overhead transmission line design incorporating intermediate, angle, section and terminal steel tower configurations.

M5 Identify environmental factors which could influence the design of a 275kV overhead line and the measures to counteract these factors

D4 Provide comparisons between differing transmission tower structures and evaluate the reasons for their design differences

P9 Using transmission line design specifications, produce a resource planning document listing the plant, conductor type and materials required to construct the line design, identifying the safety precautions required for persons to access and work on overhead line circuit conductors P10 Describe the process and method to string and tension a new conductor in a section of a tower network

PO4 Produce a project plan for the installation of an underground transmission cable identifying the design considerations involved

P11 Produce a proposal for the installation and termination of an underground transmission cable identifying the design considerations involved

M6 Describe and compare the advantages and disadvantages of the differing methods available for the undergrounding of transmission cables

D5 Analyse how regulatory requirements and the use of future technology could influence the design of a new transmission cable route

P12 Describe with the aid of diagrams the differing types and design principles of transmission cables

M7 Compare the performance of differing transmission cable types against each other and identify their advantages and disadvantages

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P13 Describe with the aid of diagrams the differing types and design principles of transmission underground cable joints including the safety precautions involved in carrying out a jointing procedure on a transmission cable

PO5 Produce a schematic diagram of a transmission substation and its associated plant and apparatus

P14 Produce a schematic diagram of a transmission substation and its associated plant and apparatus including technical data to demonstrate the interconnection between the substations plant and apparatus and its protection systems

M8 Provide technical data to demonstrate how the substations protection operates in the event of an earth fault occurring in the substation

D6 Describe how the use of future technologies could influence the automated control and monitoring of transmission substations

P15 Describe the purpose and characteristics of substation protection and the use of Intelligent Electronic Devices (IEDs) P16 Describe with the aid of diagrams the principles and benefits of substation automation and the use of Supervisory Control and Data Acquisition (SCADA) including technical data to demonstrate how Supervisory Control and Data Acquisition (SCADA) operates in a substation

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P17 Describe with the aid of diagrams the design principles and purpose of transmission substation earthing and its importance

M9 Provide technical data to demonstrate the effect of earthing during a fault the effect of depleted earthing substation on a substation


The assessment of the Performance Outcomes in this module may be delivered through a series of individual assessment assignments. Alternatively the module assignments may be grouped together to form larger project assignments to be assessed as a whole. In this respect P1 could be grouped with P3 and P4 to from one larger project. Also P2 could be grouped with P5 to form one larger project assignment. This approach would provide a more holistic view of the module content and be a preferred option for assessment.

Performanceoutcome1Performance outcome 1 requires learners to produce a design proposal for a new transmission route and its requirements. This could be in the form of a formal report. This performance outcome provides the options of producing either an overhead line route an underground cable route. However it may be a preferred option to produce a design proposal which includes a section of both overhead line and underground cable which could then be used as the design for performance outcomes 3 and 4.

For P1-P5, learners should carry out research so that they can explain the detail behind each objective. M1-M3 and D1-D2 should show progressively deeper understanding and the application of critical thinking skills in the evaluation of facts and data, including drawing comparisons across the range.

Performanceoutcome2Performance outcome 2 could be achieved by the production of a report which explains the use of each type of plant and provides detail of its operation in the network.

For P6 and P7, learners should include diagrams in their descriptions of the functions of the plant. For M4, there should be evidence of understanding of how the individual items interconnect.

Performanceoutcome3Performance outcome 3 requires the learner to plan the installation of a transmission overhead line and describe the design principal involved. This outcome could be achieved either in combination with Performance Outcome 1 or using a network plan with the learner replacing an existing line or planning a new route on the plan.

For P8-P10, the learner could carry out individual project assignments or alternatively one larger project as the objectives may applied sequentially and combined. M5-M6 and D4 should show progressively deeper understanding and the application of critical thinking skills in the evaluation of facts and data, including drawing comparisons with networks outside of the UK.

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Performanceoutcome4Performance outcome 4 could be achieved using either an existing transmission network plan with the learner replacing an existing underground cable route or the planning could incorporate the design developed in Performance Outcome 1 if preferred.

For P11-P13, the learners could carry out individual project assignments or one larger project, as the objectives may applied sequentially and combined. M7-M8 and D5 should show progressively deeper understanding and the application of critical thinking skills in the evaluation of facts and data.

Performanceoutcome5Performance outcome 5 involves the learner producing a scale plan diagram or schematic of a substation site detailing the plant required and its typical layout and connection. Ideally the design should be supported by a report detailing the design reasons for the chosen materials, apparatus and layout, which could be incorporated with Performance Outcome 2.

For P14-P17, learners could carry out either one project addressing all of the requirements or the requirements could be separated and assessed individually. M9-M10 should show progressively deeper understanding.

For D6, the learner should provide reasoned evidence of the effect that future technologies may have on the monitoring and control of transmission substations in the future, supported by research evidence.

Deliveryguidance:The delivery of the modules in this unit will require access to transmission network technical information. The unit modules could be delivered in isolation by a series of interactive tutor taught sessions by a tutor with background knowledge of the industry or incorporated into the practical delivery of a skills based course module.

Performanceoutcome1Performance outcome 1 requires learners to produce a design proposal for a new transmission route and its requirements. The outcome could be delivered through the use of tutorials supported by learner research and will require the production of a scaled diagram in both plan and profile view demonstrating the route and its technical design detail. Learners should understand both overhead line and underground cable routes, to ensure that they have a holistic view of the distribution network. They should understand how the design can compensate for typical issues such as line deviations, obstructions to negotiate and non-linear routes. The learner should also understand the regulatory and technical requirements, which can be found on government websites. UK technical specifications for both cables and overhead lines are available from a range of sites on the internet.

Performanceoutcome2Performance outcome 2 requires the learner to identify the different of type’s transmission plant and apparatus and describe their function. Learners should be able to explain the use of each type of plant and provide detail of its operation in the network. This outcome may be delivered through the use of tutorials which include visual images to support the delivery or as part of practical sessions where the equipment is being examined or worked upon. Due to the size and complexity of the plant and apparatus involved the physical examination of the plant would be a distinct advantage. This may be achievable by contacting individual manufacturers or transmission companies training centres and requesting a site visit to support the delivery of the unit. Technical detail of each type of plant and apparatus can be gained from manufacturers and/or transmission companies’ websites.

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Performanceoutcome3Performance outcome 3 requires the learner to plan the installation of a transmission overhead line and describe the design principles involved. This outcome could be delivered through lecture sessions and learner research. Learners should develop the ability to produce a detailed schedule of works, including identifying the overhead line materials and resources required and times allocated for the completion of tasks, taking into account whether this is replacing an existing line or planning a new route. They should take into account the time, persons involved and their roles and any specialised equipment necessary to carry out the work.

Performanceoutcome4Performance outcome 4 requires the learner to plan the installation of an underground transmission cable route and describe the design principles involved. This outcome may be delivered through the use of tutorials which include visual images to support the delivery and, wherever possible, practical sessions where the materials can be physically examined. Where possible the delivery would be supported by site visits to manufacturers and/or transmission companies training centres to gain an appreciation of the size and scale of the equipment and materials involved.

Learners should develop the ability to prepare a detailed project plan which includes: a list of the materials required; details of the resources needed to achieve the planned work; the activities required to complete the work, with the times required; and the order of completion within an 8 hour work period.

Performanceoutcome5Performance outcome 5 requires the learner to produce a schematic diagram for a transmission substation and describe the design principles involved. This outcome may be delivered through the use of tutorials which include the use of schematic diagrams and visual images to support the delivery. As detailed in other outcomes, due to the size and scale of transmission substations, where possible the delivery would be greatly supported by a site visit to a transmission substation site or training centre equivalent. Learners should develop the ability to produce a scale plan diagram or schematic of a substation site detailing the plant required and its typical layout and connection. They should understand the design reasons for the selection of materials, apparatus and layout.

Essentialresources:Internet access for research


Technical Manuals

Transmission Network diagrams / plans

Visual and/or physical examples of plant, apparatus, equipment, materials, configurations

Employerengagementguidance:Due to the specialised nature of the plant, apparatus, materials and methods used on transmission networks, it would be extremely advantageous for training providers to either be in a position of having delivered practical training for the topics covered or have an arrangement with a transmission training provider or company to support the resource requirements and/or delivery of this module

aqa.org.uk


Usefullinksandresources2.nationalgrid.com/uk/services/electricity-connections/

spenergynetworks.co.uk/

sse.com/whatwedo/networks/electricitytransmission/

gov.uk/government/organisations/department-of-energy-climate-change

ofgem.gov.uk/

aqa.org.uk

http://www2.nationalgrid.com/uk/services/electricity-connections/

http://www.spenergynetworks.co.uk/

http://sse.com/whatwedo/networks/electricitytransmission/

https://www.gov.uk/government/organisations/department-of-energy-climate-change


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Unit8Title Electrical Power – Distribution networksUnit number D/506/5960







N/A




Technical Manuals

Distribution Network diagrams / plans

Physical examples of materials – joints, cables, conductors etc


AimandpurposeThe purpose of this unit is to provide learners with an understanding of the apparatus, components and characteristics of an electrical power distribution network. The learner will gain an understanding of the design principles involved and how the different elements combine to form a distribution network.

UnitintroductionThis unit is designed as an introduction to Electrical Power Distribution Networks which are used by regional distributional power companies to distribute electricity to homes and businesses across the UK.

The knowledge gained by achievement of the unit will give learners an understanding of the structure of a distribution network and how it operates. Learners will also gain an understanding of the equipment and materials used and their function. The unit does not require the learner to have any previous knowledge of the subject.

Due to the hazardous nature of work in the power sector and the rigorous safety requirements for all practical activities on a distribution network, this unit is predominantly knowledge based, however where possible practical activities should be incorporated and samples of equipment and components should be made available for assessment.

The unit is ideally suited to learners interested in working within the power sector to provide the technical knowledge required to support practical work activities and also learners who would like to achieve the qualification in order to gain employment within the power sector.

aqa.org.uk


UnitcontentPower Distribution – Network designHigh Voltage - Network Design

• HV voltage range • design principles • circuit types - ring and radial, single/twin circuits • circuit layout from primary to secondary substations • HV interconnection – purpose and methods • circuit protection – principles of HV protection,

Low Voltage - Network Design

• voltage range • LV design principles • circuit types - ring and radial circuits • circuit layout from secondary substation to customer • LV interconnection – purpose and methods • circuit protection – principles of LV protection design

System Control and Automation

• purpose and benefits • method of system control – control centres • system control – role and responsibilities of persons • network automation design principles • methods of system automation

Network Plans • purpose and types – schematics, OS • network symbols – HV/LV plant & apparatus • method of usage – work planning

Network Faults • common causes on underground / overhead networks • effects of - weather, third party, trees, wildlife • fault finding methods / procedures • the financial impact of loss of supply on distribution companies – regulatory

penalties, customer minutes lost (CML)

Power Distribution – Plant and apparatusHigh Voltage – Plant and Apparatus

• transformers – function, characteristics, types, method of voltage regulation • circuit breakers – function, characteristics, types, operating process,

insulation mediums • HV fuses – function, characteristics, types, operating process • switchgear - function, characteristics, types, operating process, insulation

mediums – air, SF6, vacuum • insulators - properties, types – cross link poly ethylene, glass, porcelain • high Voltage Faults

• causes • effects • prevention

Low Voltage – Plant and Apparatus

• LV regulator – function, characteristics, method • LV links / fuses – function, fuse characteristics, link boxes, pole mounted

fuses, operating process • LV feeder pillar - function, characteristics, operating method • insulators – porcelain, ABC fittings • low Voltage Faults

• causes • effects • prevention

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Power Distribution – Overhead linesPlanning considerations

• resource planning – methods, process • UK design principles – regulatory requirements • environmental factors – overhead / underground • roles and responsibilities – planning, wayleaves

Pole Design Specifications

• HV pole specifications types – intermediate, angle, section and terminal configurations – design function

• HV pole plant specifications - transformer, HV cable, isolator • LV pole specifications types – intermediate, angle, section and terminal

configurations – design function Overhead Line Conductor

• conductor design principles – UK sizes and types, copper, aluminium - AAAC, ACSR, ABC, design characteristics, tensile strength, technical specifications

• HV conductor – methods of installing and tensioning, design sag, specification criteria, technical specifications

• LV conductor – methods of installing and tensioning, design sag, technical specifications

Overhead Line Joints and Connectors

• conductor joint design principles – design characteristics • HV connector / joint types – tension, non-tension, preforms • LV conductor / joint types – tension, non-tension, preforms • jointing methods – conductor preparation, effect of high resistance joints

Power Distribution – Cable jointingUnderground Cables • cable design principles

• UK cable design • sizes and types • design characteristics • purpose of screening and shielding • HV cable types – characteristics of single core and three core cable types • LV cable types – characteristics of single phase and three phase cable types

Underground Cable Joints

• cable joint design principles – connector types, method pf operation, moisture ingress prevention

• HV joint types – the function of common joint types - straight, transitional, pot end

• LV joint types – the function of common joint types - straight, transitional, branch, pot end

• HV/LV jointing procedures and methods – live working procedures, cable spiking

aqa.org.uk


Power Distribution – Substations fitting Substations • substation design principles

• primary and secondary • star / delta transformer connection • rural substations • urban substations

• substation layout – apparatus configuration from input to output • substation protection principles – equipment and method • substation fusing – principles and method of operation • fuses – types and characteristics • the effects of smart grids and micro generation on networks

Substation Earthing • substation earthing principles – purpose and function • neutral point earthing • bonding and earthing of metalwork • earth resistance measurement - methods • substation earth resistance values – effects of depleted earthing


Performance outcome 1 Produce a HV and LV network design and describe the principles involved

Performance outcome 2 Identify the different types of distribution plant and apparatus and their function

Performance outcome 3 Plan the installation of overhead lines and describe the design principles involved

Performance outcome 4 Plan the installation of underground cables and describe the design principles involved

Performance outcome 5 Produce a design layout for a substation and describe the design principles involved

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PO1 Produce a HV and LV network design and describe the principles involved

P1 Describe the design principles and features of HV and LV distribution networks and their circuit types

M1 Explain the benefits provided by the design and the methods which could be used to isolate sections of the circuit

P2 Produce a design diagram demonstrating the layout and configuration of a HV / LV distribution network from source to supplyP3 State the purpose and methods of network system control and automation

M2 Explain why distribution networks are controlled and operated in the way stated and the benefits provided

D1 Evaluate the benefits of having a network control system against a network not having network control

P4 Identify the common causes of distribution network faults and describe the methods used to locate network faultsP5 Explain the financial implications of loss of supply on distribution companies

M3 Consider what the industry is doing to reduce the effects and costs of lost revenue

D2 Produce a proposal for further improvement in the reduction of faults and lost revenue

PO2 Identify the different of types distribution plant and apparatus and their function

P6 Describe with the aid of diagrams the types, function and characteristics of HV distribution plant and apparatus including:

• Transformers • Circuit Breakers • HV Fuses • Switchgear

M4 Explain why the operational rating of plant and apparatus is an important factor in selection

D3 Explain the effects of high current fault conditions on plant and apparatus and the methods used to reduce these effects

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P7 Describe with the aid of diagrams the types, function and characteristics of LV distribution plant and apparatus including:

• LV regulators • LV links / fuses • Feeder pillars

P8 Describe how the differing pieces of plant and apparatus interconnect with each other in a typical distribution network

PO3 Plan the installation of overhead lines and describe the design principles involved

P9 Using overhead line design specifications, produce a scale plan and profile view of an 11kV line design incorporating the following pole configurations:

• Intermediate • angle • section • terminal

M5 Describe environmental factors which could influence a HV line design and the measures to counteract these factors

D4 Provide comparisons of differing HV line designs adopted in the UK and evaluate the reasons for the differences

P10 Using overhead line design specifications, produce a resource planning document listing the required :

• persons • plant • conductors • materials

to construct the line design

M6 Describe the roles and responsibilities of the “persons” involved

D5 Describe how the delivery of a work plan can be influenced by the planning and organisation of the resources to be used

P11 Describe the process and method to install, tension and secure conductors using the line design in P9 as reference

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PO4 Plan the installation of underground cables and describe the design principle involved

P12 Identify with the aid of diagrams the differing types and design principles of 11kV and low voltage underground distribution cables

M7 Describe the effects of high current faults on underground cables

D6 Compare how the differing environmental conditions in which cable is situated can influence its operating parameters

P13 Identify with the aid of diagrams the differing types and design principles of 11kV and low voltage underground distribution cable joints

M8 Identify the cable joint design factors which reduce the effects of “stress” on underground cables

D7 Describe the reasoning and justification for the use of live jointing techniques used in the UK

P14 Describe the safety precautions involved in carrying out a live low voltage jointing procedure on a distribution cable

M9 Compare and contrast the processes and considerations when carrying out the installation of LV and HV cable joints

PO5 Produce a design layout for a substation and describe the design principles involved

P15 Describe with the aid of diagrams the design principles and typical configuration and connection of plant and apparatus in a distribution substation

M10 Describe factors which influence the design of rural and urban substations and how they affect the final design

D8 Use technical data to demonstrate the possible effects of micro generation and smart grids on a distribution network

P16 Describe with the aid of diagrams the purpose and operating principles of HV and LV fuses used in distribution substation

M11 Use technical data to describe the reasoning for the selection of fuses

P17 Describe with the aid of diagrams how a substation circuit breaker reacts to a fault on the network

M12 Use technical data to demonstrate how system automation is used to monitor and control network assets

P18 Describe with the aid of diagrams the design principles and purpose of earthing in a distribution substation

M13 Describe the possible cause and effect of depleted substation earthing using technical data to demonstrate the possible effects

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The assessment of the Performance Outcomes in this module may be delivered through a series of individual assessment assignments. Alternatively the module assignments may be grouped together to form larger project assignments to be assessed as a whole. In this respect P1 could be grouped with P3 and P4 to from one larger project. Also P2 could be grouped with P5 to form one larger project assignment. This approach may provide a more holistic view of the module content and be a preferred option for assessment.

Performanceoutcome1For P1, P3-P5 and M1-M3 evidence could be provided as written statements.

To achieve P2, learners should produce a scaled diagram in both plan and profile view, demonstrating the route and its technical design detail. The performance outcome allows the choice of producing either an overhead line route or an underground cable route. However, it may be a preferred option to produce a design proposal which includes a section of both overhead line and underground cable, which could then be used as the design for performance outcomes 3 and 4.

For D1 – D2, evidence could be provided as written statements. Learners should demonstrate critical thinking skills in the evaluation of facts and data and draw comparisons across the range.

Performanceoutcome2Performance Outcome 2 could be achieved by the production of a report which explains the use of each type of plant and provides detail of its operation in the network.

To achieve P6 – P8 learners should support their explanations with appropriate diagrams.

To achieve M4 and D3, learners should consider how the differing pieces of plant and apparatus interconnect with each other.

Performanceoutcome3To outcome could be achieved by applying the planning to either the design produced in Performance Outcome 1 or to an entirely new line if preferred. The overall construction plan should be designed to be completed within an 8 hour work period.

For P9, P10 and P11, use could be made of either individual project assignments or one integrated project, as the objectives may applied sequentially to provide a more holistic view of the design, planning and work involved.

To achieve M5, learners should not limit their consideration to the planning in P9-P11, but also describe the environmental factors which could affect the design in other situations and locations.

To achieve M6, learners should demonstrate a detailed understanding of the rolls and responsibilities of the persons identified in P10.

To achieve D4, learners should demonstrate critical thinking skills by carrying out further research and evaluating alternate designs. They may also draw comparisons with networks outside of the UK.

For D5, learners should provide an analysis of the effect planning can have on the overall work plan.

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Performanceoutcome4This outcome could be achieved by applying the planning to either the design produced in Performance Outcome 1 or to an entirely new cable installation if preferred.

For P12-P14, these could be carried out as individual project assignments or alternatively as one larger project as the objectives are closely related and interlink.

For M7, M8, M9 and D6 learners should not limit their consideration to the planning in P12-P14, but also consider approaches used in a variety of other situations.

To achieve D7, learners should build further on the objectives of M9 to enable the comparison. They could also include comparison with distribution cable networks outside of the UK.

Performanceoutcome5Performance outcome 5 could be achieved by producing a scale plan diagram or schematic of a substation site, detailing the plant required and its typical layout and connection. Ideally the design should be supported by a report detailing the design reasons for the chosen materials, apparatus and layout which could be incorporated with PO2.

For P15-P18, these could be incorporated into one project assignment or separated and assessed by the use of individual project assignments. M10-M13 follow on directly from the objectives in P15-P18 and D8 follows on from M10. D9 follows on from M12 - it requires the learner to evaluate and identify how future technologies may influence the way plant and apparatus is used to monitor and control a distribution network in the future.

Deliveryguidance:The delivery of the modules in this unit will require access to distribution network technical information. The unit modules could be delivered in isolation by a series of interactive taught sessions by a tutor with background knowledge of the industry or incorporated into the practical delivery of a skills based course module.

Performanceoutcome1Performance outcome 1 requires the learner to produce a HV and LV network design and describe the principals involved. This could be delivered through the use of tutorials supported by learner research. Learners should understand both overhead line and underground cable routes, to ensure that they have a holistic view of the distribution network. In the instance of an overhead line design, learners should have an understanding of typical issues such as angles of deviation and uplift and down pull.

Performanceoutcome2Performance outcome 2 requires the learner to identify the different types of distribution plant and apparatus and their function. Learners should be able to explain the use of each type of plant and provide detail of its operation in the network. This could be delivered through the use of tutorials which include visual images to support the delivery or as part of practical sessions where the equipment is able to be examined. This may be achievable by contacting individual manufacturers or distribution companies training centres and requesting a site visit to support the delivery of the unit. Technical detail of each type of plant and apparatus can be gained from manufacturers and/or distribution companies’ websites.

aqa.org.uk


Performanceoutcome3Performance outcome 3 requires the learner to plan the installation of an overhead line and describe the design principles involved. This could be delivered through lecture sessions. Learners should develop the ability to produce a detailed schedule of works, including identifying the overhead line materials and resources required. They should take into account the time, persons involved and their roles and any specialised equipment necessary to carry out the work.

Performanceoutcome4Performance outcome 4 requires the learner to plan the installation of a distribution underground cable and describe the design principles involved. This could be delivered through tutorials which include visual images to support the delivery and, wherever possible, practical sessions where examples of cable materials and fittings can be physically examined. Where possible the delivery should be supported by site visits to manufacturers and/or distribution companies training centres to gain an appreciation of the equipment and materials involved. Learners should develop the ability to prepare a detailed project plan which includes: a list of the materials required; details of the resources needed to achieve the planned work; safety precautions and activities required to complete the cable jointing activity; and the order of completion within an 8 hour work period.

Performanceoutcome5Performance outcome 5 requires the learner to produce a design layout for a substation and describe the design principles involved. This outcome could be delivered through the use of tutorials which include the use of schematic diagrams and visual images. However where possible, the delivery would be greatly supported by a site visit to a distribution substation site or training centre equivalent. Learners should develop the ability to produce a detailed plan of a substation design. They should understand the plant required, its typical layout and the connection of the plant/apparatus involved.

Essentialresources:Internet access for research


Technical Manuals

Distribution Network diagrams / plans

Physical examples of materials – joints, cables, conductors etc


Employerengagementguidance:Due to the specialised nature of the plant, apparatus, materials and methods used on distribution networks, it would be extremely advantageous for training providers to either be in a position of having delivered practical training for the topics covered or have an arrangement with a distribution supply company to support the resource requirements and/or delivery of this module

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Usefullinksandresourceswesternpower.co.uk/

spenergynetworks.co.uk/

ssepd.co.uk/Home/

scottishpower.com/

northernpowergrid.com/

ukpowernetworks.co.uk/

enwl.co.uk/our-services/electricity-distribution

gov.uk/government/organisations/department-of-energy-climate-change

ofgem.gov.uk/

aqa.org.uk

http://www.westernpower.co.uk/

http://www.spenergynetworks.co.uk/

http://www.ssepd.co.uk/Home/

http://www.scottishpower.com/

http://www.northernpowergrid.com/

http://www.ukpowernetworks.co.uk/

http://www.enwl.co.uk/our-services/electricity-distribution

https://www.gov.uk/government/organisations/department-of-energy-climate-change



6 Qualification delivery 6.1 MeaningfulemployerinvolvementIt is important that centres develop an approach to teaching and learning that supports the assessment of the technical focus of this qualification. The specification contains a balance of practical skills and knowledge requirements and centres need to ensure that appropriate links are made between theory and practice in a way that is relevant to the occupational sector.

This will require the development of relevant and up-to-date training materials that allow learners to apply their learning to actual events and activity within the sector, and to generate appropriate evidence for their portfolio.

It is a requirement that employers are involved in the delivery and/or assessment of this qualification to provide a clear ‘line of sight’ to work, Advanced/Higher Apprenticeships or Higher Education. Employer engagement enriches learning, raises the credibility of the qualification in the eyes of employers, parents and learners – as well as also furthering the critical collaboration between the learning and skills sector and industry.

It is therefore a requirement that all learners undertake meaningful activity involving employers during their study and this activity will be scrutinised as part of our on-going quality assurance activities with centres.

Such is the importance of meaningful employer involvement in the delivery of this qualification, should a centre be unable to evidence this, we will impose an action for this to be addressed.

AQA will not stipulate the minimum duration or contribution of employer involvement to the overall qualification grade as it is important that centres and employers are allowed flexibility in how best to work together to support learning and in which units – but this collaboration must be significant.

6.2 DefinitionofmeaningfulemployerinvolvementEligible activities are listed below:

• learners undertake structured work-experience or work-placements that develop skills and knowledge relevant to this qualification

• learners undertake project(s), exercise(s) and/or assessments set with input from industry practitioner(s) – such as getting employers involved in developing real-life case studies, or assignments

• learners take one or more units delivered or co-delivered by an industry practitioner(s) – this could be in the form of master-classes or guest lectures

• industry practitioners operating as ‘expert witnesses’ that contribute to the assessment of a learner’s work or practice, operating within a specified assessment framework. This may be a specific project(s), exercise(s) or examination(s) or all assessments for a qualification

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For the purpose of clarity, the following activities, whilst valuable, would not be considered as meaningful employer involvement:

• employers hosting visits, providing premises, facilities or equipment • employers or industry practitioners providing talks or contributing to delivery on employability,

general careers advice, CV writing, interview training • learner attendance at career-fairs, events or other networking opportunities • simulated or centre-based working environments • employers providing learners with job references

More information on employer involvement in the delivery of qualifications can be found at:

• gov.uk/government/uploads/system/uploads/attachment_data/file/306280/RR341_- Employer_Involvement_in_Qualifications_Delivery_and_Assessment_Research_Report.pdf

• gov.uk/government/uploads/system/uploads/attachment_data/file/268624/document.pdf

6.3 GuidedlearninghoursGuided learning is defined (within the Education and Skills Act 2008) as the time a person spends:

a) Being taught or given instruction by a lecturer, tutor, supervisor or other appropriate provider of education or training, or

b) Otherwise participating in education and training under the immediate guidance or supervision of such a person

It does not include time spent on unsupervised preparation or study, whether at home or otherwise.

This qualification has 720 guided learning hours.

6.4 TransferableskillsThese valued ‘employability’ skills are an integral and explicit element within the design and structure of all AQA Level 3 Technical Level qualifications.

Discussions and collaboration with centres, employers and stakeholders (such as FE Colleges, UTCs, sector skills councils, professional/trade bodies and HE), made it clear that the inclusion of these skills is regarded as a priority, and that they should be included through contextualisation within the core subject content.

Employers and stakeholders prioritised the skills they required from employees in the sector as follows:

• Team Working • Communication • Problem Solving • Research

Rather than force the inclusion of these skills across a random selection of units or across the qualification as a whole, specific units have been identified as being most appropriate and suitable for the inclusion of a transferable skill within the subject context. The skill becomes the driver for the assessment - rather than the subject content. The introduction to each unit shows where transferable skills have been linked and a summary is provided below. Not every unit within the qualification has a skill contextualised within the subject content.

aqa.org.uk

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/306280/RR341_-_Employer_Involvement_in_Qualifications_Delivery_and_Assessment_Research_Report.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/306280/RR341_-_Employer_Involvement_in_Qualifications_Delivery_and_Assessment_Research_Report.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/268624/document.pdf


Unit code Unit title Transferable skill/sD/506/5957 UK Electricity Industry Research

H/506/5958 Electrical Power – Generation Communication

The skill is assessed as a performance outcome of the unit, at the Pass grade. It is assessed in the same way as any other assessment criteria within the unit.

The formal inclusion of a contextualised transferable skill does not preclude the inclusion of other ‘soft’ or ‘employability’ skills within the unit at the point of delivery, for example those which employers and HE will also value, such as critical thinking, project management, leadership, time management etc. However, these additional ‘employability’ skills will not be formally assessed as part of the unit performance outcomes.

TheAQAskillsstatementUpon the successful completion of a qualification, each learner will be issued with a Skills Statement that will sit alongside their formal qualification certificate.

This Skills Statement records the transferable skills that were contextualised within the units of the qualification and is an explicit way for learners to showcase the skills that they have been formally assessed on as part of the qualification. This Skills Statement can then be used by a learner as evidence of this achievement within their CVs or HE applications.

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7 External assessment 7.1 OverviewThis qualification contains a mix of externally and internally assessed units.

Units F/506/5952 and J/506/5953 of this qualification are assessed via an externally set and marked AQA examination.

External assessments are set by AQA (sometimes in collaboration with an employer or a professional body) and the assessments are sat by learners in a controlled examination environment, at a pre-set time and date, and marked by AQA.

Examinations are available for externally assessed units in January and June and entries must be made in accordance with AQA’s procedures.

Learners are able to re-sit each examination on ONE occasion.

Further information on how to make entries for examinations can be found in the AQA Centre Administration Guide for Technical and Vocational Qualifications.

aqa.org.uk


7.2 ExaminationformatandstructureUnit title F/506/5952 – Materials Technology and Science

Exam sessions January and June

Duration 1 hour and 45 mins

Type of exam Written exam

This unit will be assessed through an external examination set and marked by AQA. The examination will take place under controlled examination conditions and the date will be published at the start of each academic year.






Number of marks 80

Weighting of unit 15% of this qualification

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Unit title Unit No. J/506/5953 – Mathematics for Engineers

Exam sessions January and June

Duration 1 hour and 45 mins

Type of exam Written exam

This unit will be assessed through an external examination set and marked by AQA. The examination will take place under controlled examination conditions and the date will be published at the start of each academic year.






Number of marks 80

Weighting of unit 15% of this qualification

7.3 ReasonableadjustmentsandspecialconsiderationsInformation on the reasonable adjustments allowed for the external examinations within this qualification can be found in the AQA Centre Administration Guide for Technical and Vocational Qualifications.

7.4 AvailabilityofpastexaminationpapersPast examination papers for this qualification are available from AQA.

aqa.org.uk


8 Internal assessment and quality assurance

8.1 OverviewUnits L/506/5954, Y/506/5956, H/506/5958, D/506/5957, K/506/5959 AND D/506/5960 of this qualification are internally assessed by the centre.

All assessment decisions that are made internally within a centre are externally quality assured and moderated by AQA.

AQA has worked with employers and professional bodies to produce guidance on what is the most appropriate form of assessment or evidence gathering for all internal centre assessment.

The most appropriate method of assessment (or evidence gathering) is detailed against each Unit. Should a centre wish to use an alternative method of assessment to that detailed, then justification must be provided during AQA quality assurance visits to the centre.

This justification needs to lay out why the centre feels their approach to assessment is more appropriate, efficient or relevant to the learner and/or subject. This justification will be recorded by the centre in documentation issued by AQA prior to any quality assurance activity such as a visit, sampling or moderation.

Centres should tailor the assessment to suit the needs of the learner, and internal assessments can take place at a time to suit the centre or learner.

Centres should take a best practice approach with learners being assessed through real-life or work-based activity to generate the required evidence (see section on Meaningful Employer Engagement).

8.2 RoleoftheassessorThe role of the assessor is to:

• Carry out initial assessments of learners to identify their current level of skills, knowledge and understanding and any training or development needs.

• Review the evidence presented against the requirements of the qualification, to make a judgement on the overall competence of learners.

• Provide feedback to learners on their performance and progress. This feedback needs to give learners a clear idea of the quality of the work produced, where further evidence is required and how best to obtain this.

8.3 AssessorqualificationsandexperienceIn order to assess learners working towards this qualification, assessors must:

• Have appropriate knowledge, understanding and skills relevant to the units within this qualification.

• Have experience as a practitioner and/or within teaching and training with significant experience of creating programmes of study in relevant subject areas

• Undertake activities which contribute to their continuing professional development (CPD)

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8.4 SynopticassessmentThe definition of synoptic assessment used by AQA is:

‘a form of assessment which requires a learner to demonstrate that they can identify and use effectively, in an integrated way, an appropriate selection of skills, techniques, concepts, theories, and knowledge from across the whole qualification or unit, which are relevant to a key task’

This qualification includes a significant amount of synoptic content and assessment. It supports synoptic learning and assessment by:

• showing teaching and learning links between the units across the specification • giving guidance or amplification relating to the grading criteria for the internally assessed units, about

where learners could apply the knowledge and understanding from other units • providing a coherent learning programme of related units • allowing holistic delivery and the application of prior or concurrent learning • providing opportunities for the learning and assessment of multiple units combined together to

promote holistic delivery • developing and assessing learners’ use of transferable skills in different contexts

Whilst we do not prescribe in which order the units should be assessed, it is important for centres to be aware of the links between the units so that the teaching, learning and assessment can be planned accordingly. This way, when being assessed, learners can apply their learning in ways which show they are able to make connections across the qualification.

This qualification is constructed in a way that allows for learners to develop knowledge, understanding and skills from some units and then evidence their knowledge, understanding and skills in the performance outcomes contained within other units.

8.5 ApplyingportfolioassessmentcriteriaWhen assessing learner’s work, the centre should consider the level of attainment in four broad areas:

1) the level of independence and originality 2) the depth and breadth of understanding 3) the level of evaluation and analysis 4) the level of knowledge, skills or competency demonstrated

8.6 RepeatsubmissionofinternallyassessedassignmentsRepeat submission of an internally assessed assignment (ie a corrected version of an original assignment) is not allowed. However, learners can submit an alternative assignment once – provided that it is based on a different assignment brief.

8.7 GrouporteamworkingThis is a useful way of learning, (group or team working is a mandatory element of some units), but it is important that individual learners meet the assessment standards – and the centre must be confident of the validity, authenticity and sufficiency of evidence submitted by each individual learner, which could be through questioning, witness statements or similar.

Where evidence generated by a learner includes evidence generated as a group or team, then this must be clearly stated.

The use of such witness statements should be kept to a minimum so that they constitute a very minor part of the submitted evidence.

aqa.org.uk


8.8 AuthenticationoflearnerworkThe centre must be confident that a learner’s work is their own. You must inform your learners that to present material copied directly from books or other sources such as the internet, without acknowledgement, will be regarded as deliberate deception. This also includes original ideas, as well as the actual words or artefacts produced by someone else.

Learners’ work for assessment must be undertaken under conditions that allow the centre to authenticate the work. If some work is done unsupervised, then the centre must be confident that the learners’ work can be authenticated with confidence – eg being sufficiently aware of an individual learner’s standard and level of work to appreciate if the evidence submitted is beyond the level of the learner.

The learner is required to sign a declaration that the work submitted for assessment is their own. The centre will also countersign this declaration that the work was carried out under any specified conditions – recording details of any additional assistance. This must be provided with the learner’s work for external quality assurance purposes.

Any assistance given to an individual learner beyond that given to the group as a whole, even if within the parameters of the specification, must also be recorded.

8.9 RoleoftheInternalQualityAssurer(IQA)An IQA must be appointed to ensure the quality and consistency of assessments within the centre. Each assessor’s work must be checked and confirmed by an internal quality assurer.

The IQA must observe assessors carrying out assessments, review assessment decisions from the evidence provided and hold standardisation meetings with the assessment team to ensure consistency in the use of documentation and interpretation of the qualification requirements.

All assessment decisions made within a centre must be standardised to ensure that all learners’ work has been assessed to the same standard and is fair, valid and reliable.

Evidence of all standardisation activity should be retained by the centre and could take the form of, for example, records of training or feedback provided to assessors, minutes of meetings, notes of discussions.

Our External Quality Assurers (EQAs) will always be happy to provide guidance and assistance on best practice.

Internal standardisation activity may involve:

• all assessors marking trial pieces of work and identifying differences in marking standards • discussing any differences in marking at a training meeting for all assessors • cross-moderation of work between assessors

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8.10 IQAqualificationsandexperienceIn order to internally quality assure learners working towards this qualification, IQAs must:

• Have appropriate knowledge, understanding and skills relevant to the units within this qualification. • Have experience as a practitioner and/or within teaching and training with significant experience of

creating programmes of study in relevant subject areas • Undertake activities which contribute to their continuing professional development (CPD)

8.11 RecordkeepingThe centre must be able to produce records that show:

• the assessor and IQA allocated to each learner • the evidence assessed • the dates of assessment and IQA • details of internal standardisation activities of the assessor – (what, when and by whom) • the grade awarded

aqa.org.uk


9 External quality assuranceAQA’s approach to quality assurance for this qualification is described within each unit specification.

9.1 AQAdefinitionsVerification is concerned with maintaining the quality of assessment and checking that the assessment process has been undertaken appropriately by centre staff. It focuses on auditing the whole process and enables the Head of Centre, and all individuals involved in the assessment process, to understand what is required by them.

Moderation is where another appropriately qualified individual reviews the centre/tutor assessment decisions to ensure they are reliable, consistent, fair and to a national benchmark or standard – as well as checking that the qualification requirements have been understood and that the learner has been given accurate and appropriate feedback. Moderation activity can be internal within a centre, or external, eg during a quality assurance visit by an AQA External Quality Assurer (EQA).

9.2 QualityassurancevisitsWhen a learner is registered or a centre wants to submit work, this triggers a verification visit from an AQA External Quality Assurer (EQA).

Once a centre has registered learners, these visits will occur, as a minimum, every six months and will be face-to-face at a centre.

Our EQAs offer advice and guidance on any aspect of quality assurance in between formal visits, via telephone or email, and additional visits can be arranged.

These meetings will involve:

Verifying that all of the staff, resources, processes and procedures are still in place; the centre is continuing to meet the approved centre criteria (those signed off during the initial centre approval visit); there is evidence of meaningful employer involvement in delivery.

A major part of the verification process is to check that the centre’s policies and procedures (including internal standardisation minutes, record keeping, IQA/assessor records and materials) meet AQA’s requirements and ensure valid and reliable assessment.

The EQA will look at a representative sample of learner work to moderate the results awarded by the centre, as well as reviewing evidence of the activities that have been undertaken to standardise assessments.

These samples will be taken from different sites if the centre operates at more than one location, from different centre assessors or IQAs and at different stages of delivery – all samples will selected by the EQA.

As part of the sample, the EQA will request examples of learner work at Pass, Merit and Distinction. This will also support the centre in their internal standardisation.

If centre assessment decisions are found to be inconsistent, adjustments can be made (at a learner and cohort level) or in more severe cases (where a fundamental inconsistency or non-compliance is identified), sanctions (from a Level 1 Action Plan through to Level 4 Suspension of Delivery) can be put in place.

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9.3 EmployerinvolvementinqualityassuranceWe need to make sure that the assessment remains relevant and valid, and that learning outcomes are what employers and higher education institutions are expecting of a learner at Level 3 with this qualification.

Each year a panel, including representatives from employers and HE, will be brought together to review outcomes from the units and we will ask for samples of learner work from your centre at each EQA visit.

AQA is keen to work collaboratively with employers and HE to make sure that whatever the progression route chosen by the learner, this qualification will be recognised and valued.

If a centre has a local employer that would like to be involved in this review, we would be very pleased to consider them. Please email their contact details to [email protected].

9.4 SanctionsSanctions are used to help process improvement or a way of protecting the validity of assessments or assessment decisions. We will only ever impose sanctions on a centre that are proportionate to the extent of the risk identified during the quality assurance process. Sanctions can be applied at a learner, centre or centre staff level – and they can be at qualification or centre level and take the following form:

Level 1 Action point in EQA report

Level 2 Suspension of Direct Claims Status (where applicable)

Level 3 Suspension of learner registration and/or certification

Level 4 Withdrawal of centre approval for a specific qualification

Further information on levels and application of sanctions can be found in the AQA Centre Administration Guide for Technical and Vocational Qualifications.

aqa.org.uk

mailto:[email protected]


10 Grading10.1 OverviewPerformance in all units is graded at Pass, Merit or Distinction. These unit grades are then converted into points and added together to determine the overall grade for the qualification.

The overall qualification is graded as PP, MP, MM, DM, DD, D*D, D*D*.

10.2 InternallyassessedunitsCentres must ensure that all assessment criteria in the unit are covered during the teaching and learning process so that learners can meet the requirements. Work should be assessed against the grading criteria provided within each unit.

• To achieve a Pass, a learner must have satisfied all Pass criteria

• To achieve a Merit, a learner must achieve all of the Pass and all of the Merit criteria

• To achieve a Distinction, a learner must achieve all of the Pass, Merit and Distinction criteria

10.3 ExternallyassessedunitsThese units are assessed by AQA using a marks-based scheme. After the assessment has taken place and been marked, the grade boundaries are set by AQA. These grade boundaries are based on the level of demand of the assessment and learners’ performance – all learners that took the assessment, not just those in your centre.

When the assessment results are shared with the centre, AQA will report on the grade boundaries.

NOTE: these grade boundaries may change for each assessment window according to the demand of the assessment – this is important to maintain standards across each window.

Learners’ grades are converted into points.

10.4 Pointspergrade–unitlevelTable 1 shows the points for each grade at a unit level.

Table 1: Points per grade

Grade Externally assessed unit Internally/centre assessed unitPass 46 36Merit 69 54Distinction 93 72

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10.5 FinalgradeforoverallqualificationThe final grade for the overall qualification will be calculated by adding together the points achieved for each unit. The total possible number of points that can be achieved is 618.

Table 2 sets out how the overall qualification grade is calculated.

Table 2: Points for overall qualification grade

Grade Points boundaryPP 308MP 380MM 416DM 498DD 534D*D 552D*D* 570

aqa.org.uk


11 Administration arrangementsFull details of all of the administration arrangements relating to this qualification can be found in the Centre Administration Guide for Technical and Vocational Qualifications, including:

To be reviewed/amended

• How to apply for centre approval • Registration of learners • Dealing with Recognition of Prior Learning (RPL) • How to make examination entries • Dealing with missed examination dates • Examination invigilation arrangements • How to make claims for certificates • How to appeal against an assessment, IQA or EQA decision • Retention of learner work and assessment/IQA records • Dealing with potential malpractice or maladministration

Details of all AQA fees can be found on the AQA website at aqa.org.uk.

aqa.org.uk

www.aqa.org.uk

Copyright © 2015 AQA and its licensors. All rights reserved.AQA retains the copyright on all its publications, including this specification. However, schools and colleges registered with AQA are permitted to copy material from this specification for their own internal use.AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (company number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.

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New for2015

Get help and supportVisit our website for information, guidance, support and resources at aqa.org.uk/tech-levels

E: [email protected]

T: 01564 711 906

LEVEL 3 TECHNICAL LEVEL BUSINESS: MANAGEMENT(TVQ01008)

SpecificationFirst registration September 2015 onwards

Version 1.1 January 2015

http://aqa.org.uk/tech-levels

mailto:techlevels%40aqa.org.uk?subject=

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