IEEE 1657-2009 en Recommended Practice for Personnel Qualifications for Installation and Maintenance of Stationary Batteries《固定电池的安装和维护用人员资格实施规程》.pdf

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11、#23#23#23#23#23#23#23;#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23g55g48IEEE Std 1657-2009 IEEE Recommended Practice for Personnel Qualifications for Installation and Maintenance of Stationary Batteries Sponsor Stationary Batteries Committee of the IEEE Power +1 978

12、 750 8400. Permission to photocopy portions of any individual standard for educational classroom use can also be obtained through the Copyright Clearance Center. iv Copyright 2009 IEEE. All rights reserved. Introduction This introduction is not part of IEEE Std 1657-2009, IEEE Recommended Practice f

13、or Personnel Qualifications for Installation and Maintenance of Stationary Batteries. Although ac and dc electricity follow the same physical laws, there are differences. Training of electricians worldwide is fairly standardized through apprenticeship programs, classroom and self-paced training cour

14、ses, etc. Although electricians are trained on dc, they spend most of their time working on ac systems. As a result, an electrician hired to work on dc systems (especially battery systems) may not have the expertise, training, or experience to install or work on batteries. The Stationary Batteries C

15、ommittee of the IEEE Power however, suggestions regarding items appropriate for hands-on testing instead of written testing can be found in Annex B. This recommended practice is written to address multiple skill levels. These levels are explained in detail in Clause 4. This document does not provide

16、 content for the courses as it would be impossible to cover the material adequately in a single document. It does include references to standards and other documents that go into great detail on their respective topics. It is assumed that the course developers and instructors will have access to tho

17、se documents (the students will need access to some, but not all, of the referenced documents). Where information on a topic is not easily available, such information is included in this recommended practice in an annex. 2. Normative references Because this recommended practice is for the use of the

18、 training provider to establish a curriculum, there are no documents that are indispensable for the application of this document. Therefore, no normative references are listed in this clause. The documents cited in this recommended practice are for the instructor(s) to use in teaching the course(s)

19、or provide backup for the material found here. Therefore, such documents are listed in the bibliography (see Annex I). 3. Definitions, abbreviations, and acronyms 3.1 Definitions Because this recommended practice is for the use of the training provider to establish a curriculum, there are no definit

20、ions that cannot already be found elsewhere that are necessary to apply this document. However, instructors teaching courses based on the curriculum developed from this guide will find the terms in this documents glossary (see Annex H) useful. 3.2 Abbreviations and acronyms AED automatic emergency d

21、efibrillator AGM absorbed glass mat AWG American wire gage BOL bill of lading BOM bill of material CFR Code of Federal Regulations IEEE Std 1657-2009 IEEE Recommended Practice for Personnel Qualifications for Installation and Maintenance of Stationary Batteries 3 Copyright 2009 IEEE. All rights rese

22、rved. CPR cardio-pulmonary resuscitation DLO diesel locomotive (cable) DLRO digital low-resistance ohmmeter EDLC electric/electrochemical double-layer capacitor EMF electromotive force (equivalent to voltage) EMI electromagnetic interference EPO emergency power-off ESD electrostatic discharge ferro

23、ferroresonant FET field-effect transistor HVAC heating, ventilation, and air conditioning IGBT insulated-gate bipolar-junction transistor IR infrared IT information technology I-t time-current kA IC kiloamp interrupt current rating LC inductive-capacitive (circuit) Li lithium Li-ion lithium-ion LVD

24、low-voltage disconnect Mag Amp magnetic amplifier MGN multigrounded neutral MOP method of procedure MOSFET metal-oxide semiconductor field-effect transistor MSDS material safety data sheet mvpc minimum voltage per cell Ni-Cd nickel-cadmium Ni-MH nickel-metal hydride OCV open-circuit voltageOJT on-th

25、e-job training PBE plastic-bonded electrode PPE personal protective equipment PV photovoltaic PWM pulse-width modulation RCL resistive-capacitive-inductive (circuit) RHH rubberized, extra high temperature (wire/cable insulation) RHW rubberized, high-temperature, water-resistant (wire/cable insulatio

26、n) RMA returned material authorization SCR silicon-controlled rectifier SK special knowledge for a battery installer or maintenance technician SLA sealed lead-acid SMR switch-mode rectifier SOC state of charge SOW statement of work IEEE Std 1657-2009 IEEE Recommended Practice for Personnel Qualifica

27、tions for Installation and Maintenance of Stationary Batteries 4 Copyright 2009 IEEE. All rights reserved. TC tray cable THHN thermoplastic, extra high temperature, nylon-coated (wire/cable insulation) THWN thermoplastic, high-temperature, water-resistant, nylon-coated (wire/cable insulation) UPS un

28、interruptible power supply VLA vented (or flooded) lead-acid VRLA valve-regulated lead-acid XHHW thermoset, cross-linked, extra high temperature, water-resistant (wire/cable insulation) 4. Skill levels 4.1 General The training outlined in this recommended practice is comprehensive and potentially ti

29、me-consuming. It may be helpful to break up the training into skill-level modules, separated by time and successful on-the-job experience. This recommended practice identifies several basic skill levels for technicians. Some industries have pre-established levels that may not correspond exactly to t

30、he levels used in this document. The “special knowledge” items can be used to build sublevels under the main levels and/or to serve as an additional level. Higher level technicians can supervise lower level technicians. Installation and maintenance tasks may be performed by the same person, but the

31、training for each may be done separately by level because some of the skills are different (see Clause 9). “Technician” is the generic term used in this recommended practice to apply to either installation or maintenance personnel. Although the skill levels are noted in the text detail, the skills a

32、re not necessarily listed in priority order or training order. A summary of tasks and levels is provided as a quicker reference guide in Annex F. If all of the skills defined in a paragraph are related to only one level, the level is noted at the end of the paragraph. If different skill levels are d

33、iscussed in a paragraph, each level is noted at the end of the applicable sentence. If all of the skills defined in a list are related to only one level, the level is noted at the end of the sentence introducing the list. If different skill levels are discussed within the list, each level is noted a

34、t the end of the applicable list item. 4.2 Technician skill levels 4.2.1 Laborer In some cases, laborers are called in to help with battery work. They must have at least some rudimentary battery safety training before they begin working on or near batteries. Items they should know are identified in

35、the text by an “(L0)” designation. Laborers always require supervision by a Level 2 or higher technician. IEEE Std 1657-2009 IEEE Recommended Practice for Personnel Qualifications for Installation and Maintenance of Stationary Batteries 5 Copyright 2009 IEEE. All rights reserved. 4.2.2 Level 1 Level

36、 1 battery technicians should know basic safety and additional core skills. Items they should know are identified in the text by an “(L1)” designation. They also need to be trained on all of the laborer (L0) items. Level 1 technicians often require higher level supervision for specific tasks. 4.2.3

37、Level 2 Level 2 battery technicians should know battery basics, including the basics of maintenance and installation. Level 2 technicians should have on-the-job training (OJT) as a Level 1 (generally at least 6 months) or previous experience (verified by observation by a Level 3 technician or qualif

38、ied instructor) before becoming a Level 2. Items that a Level 2 technician should know are denoted in the text by an “(L2)” designation. Level 2 technicians sometimes require higher level supervision for specific tasks. 4.2.4 Level 3 Level 3 battery technicians should be able to perform work indepen

39、dently, except for areas requiring specialized knowledge. Level 3 technicians should generally have at least one year of OJT as a Level 2 or previous equivalent experience (verified by observation by an experienced Level 3 technician or qualified instructor) before becoming a Level 3. Items that a L

40、evel 3 technician should know are denoted in the text by an “(L3)” designation. 4.2.5 Specialized knowledge Items in the text that are application specific are denoted by an “(SK)” designation. The instructor can pick and choose which, if any, of these subjects are covered in the curriculum, dependi

41、ng on the needs of the audience. 4.3 Instructor knowledge and skills The training outlined in this recommended practice is comprehensive, and few instructors are going to have a good grasp of all of the subject matter or the qualifications necessary for certain subjects. There may likely be multiple

42、 course writers and instructors. At least some of the modules (e.g., cardio-pulmonary resuscitation CPR, defibrillation, infrared IR thermography) should be subcontracted to subject matter experts or qualified organizations. Instructors should have appropriate teaching skills, but qualification in t

43、hose skills is beyond the scope of this document. Course developers and instructors with field experience are preferred. 4.4 Accreditation It is recommended that the training provider be accredited by an outside organization through the IEEE Educational Activities Board (EAB), the Council of Occupat

44、ional Education, or similarly recognized accrediting organizations. The accreditation process validates the achievement of learning and program objectives and assures that a program meets certain standards, such as the curriculum proposed in this recommended practice. IEEE Std 1657-2009 IEEE Recomme

45、nded Practice for Personnel Qualifications for Installation and Maintenance of Stationary Batteries 6 Copyright 2009 IEEE. All rights reserved. 5. Safety 5.1 Work environment Emphasize the use of caution when working on batteries because they present a shock hazard. Emphasize inspecting the battery

46、room for electrical and other physical hazards. The following things should be considered to improve the work environment in the battery room/area: Need to remove any standing water from the battery room (L1) Need to remove any obstacles that may be considered a trip hazard (L1) Need to ensure unobs

47、tructed egress from the battery area (L1) Need to avoid smoking or anything that produces sparks or flames in the battery area (L1) Ensuring that metal racks are connected to ground in accordance with applicable code (L1) Keeping the area around the battery terminals clear of all tools and other for

48、eign objects (L1) Use of Class “C” dry chemical fire extinguishers instead of water around battery systems (L1) Ensuring that arc flash boundaries are observed for systems operating above nominal 50 V (see NFPA 70E B601) (L2) 5.2 Personal protective equipment (PPE) 5.2.1 Eyewashes Emphasize the foll

49、owing points relative to eyewashes: When permanent eyewash stations are necessary and what their size and location requirements are (see ANSI Z358.1 B4) (L2) Why the permanent eyewash stations need to be maintained and with what frequency (L2) When portable eyewash bottles are appropriate and how they should be maintained (L1) 5.2.2 Gloves Refer to the following documents relative to gloves: (L3) Code of Federal Regulations Title 29 Part 1910.138 (29CFR1910.138) issued by the U.S. Occupational Safety and Health Administration (OSHA) B23 and NFPA