ELECTRICAL
Task List Evaluation Guide for Electrical Module
Task #:
1- Explain the permit to work system as it applies to your job.
Ask the participant to explain the Permit to Work system as it applies to his/her job. This should
include different types of work permits - hot, safe, isolation (mechanical and electrical). Ask the
participant to give examples of certain operations requiring Permit to Work (PTW). Isolation of
rotating equipment, pressurized operations, entering confined space.
"What are your responsibilities when you are the person in-charge of a job?" Have a toolbox
meeting with all the members involved in the job, ensure proper equipment is used and
procedures followed, and plan for contingencies or a change in work conditions. Use adequate
supervision and audit conditions throughout the job.
Observe the participant entering data and maintaining electrical isolation logbook.
2- Explain the policy of Authorization to Rig-up Third Party Equipment.
Ask the participant to explain the policy of Authorization to Rig-up Third Party Equipment. Before
installing any third party equipment that can create a hazard when rigged up and/or operated, an
Authorization to rig-up third party equipment shall be approved by the MIC.
Note: Permanent third party installations must conform to normal rig installation standards.
3- Show how to conduct a pre-job (tool box) meeting.
Observe the participant conducting a pre -job (tool box) meeting. The participant should ensure
that all concerned parties are involved, encourage input from all personnel concerned and
incorporate suggestions into the work -plan. He/she should also ensure that all safety issues
are addressed, all contingency planning communicated and key personnel identified to the
group. The participant should use various tools for communicating work -plan such as
sketches, drawings and manuals as required.
4- Show how to perform Task Risk Assessment (TRA).
Observe the participant conducting a TRA exercise. This should include identifying risk and
initiating risk reduction measures. This should involve all personnel concerned or involved in the
task and should be documented.
5- Show how to make a Rig Specific Procedure for the electrical department.
Observe the participant make a Rig Specific Procedure on a subject of his/her choice. This may
also be a revision of an existing RSP. The participant should use standard formats, research and
incorporate relevant data from appropriate alerts, standards, policies and procedures.
6- Show how to conduct a STOP tour.
Ask the participant to explain the STOP system. He/she should demonstrate thorough
knowledge of the STOP guidelines. Review STOP cards submitted by the participant. The
participant should discuss the outcome of his STOP tour with the supervisor.
"What is the importance of collecting and reviewing all STOP cards?" To identify trends in safe
and unsafe acts.
7- Explain and show how to isolate electrical equipment.
Observe the participant isolating electrical equipment such as a mud pump. This will include
isolating the power circuit and possibly a separate control circuit. Lockouts put in place, isolation
signs posted and relevant departments notified. Check that the work permit copies are in place. A
test shall be performed on the isolated equipment to verify that the isolation is effective.
8- Explain how to work in areas where potentially dangerous voltage exists.
Ask the participant to explain how to work in areas where risk of contact with potentially
dangerous voltage exists. This should include getting the relevant work permit, checking for
presence of insulated retrieving hook, dielectric gloves, rubber mats, insulated ladder and being
accompanied by a competent person.
9- Explain and show how to ground electrical equipment.
Ask the participant to explain and show how to ground electrical equipment. This should
include selecting proper grounding point and checking for continuity of the circuit after
grounding.
10 - Describe the power generators used on your rig.
Ask the participant to describe the generators used on his/her rig. This should include
voltage, amperage, frequency, phase and speed, number of poles, kVA, type of excitation
such as slip ring or brush-less.
"What is the difference between kVA and kW?" kVA is the apparent power and kW is the true power.
"Why is it important to have a high power factor?" To increase efficiency of the system and
reduce circulating currents between generators.
11 - Show how to put a generator online and offline.
Observe the participant putting a generator online for single and parallel operation. This should include
synchronization of voltage, phase and frequency and manually sharing the load between the generators .
Observe the participant taking a generator offline and sharing the remaining load between generators.
12 - Show how to perform routine maintenance on a generator.
Observe the participant performing PMS tasks on a generator. This should include cleaning and inspecting the
rotor, stator and the exciter. Check if the generator terminals are secure. Insulation test (megger) to earth, the
stator, the rotor and the exciter. Ensure that the diodes are by-passed if the exciter is the brush-less type.
Record and compare the insulation test readings with previous values.
13 - Explain and show how to test the Reverse Power Trip.
Observe the participant take a generator offline using Reverse Power.
"What is meant by Reverse Power Tripping?" When a generator acts like a motor and takes power
from the system. This may overload the system and damage the generator set therefore the
Reverse Power Trip mechanism takes the generator offline.
14 - Describe the power distribution system on your rig.
Ask the participant to draw a one-line diagram including voltage of the rig's power system. This
should include the generators, main circuit breakers, bus bars, distribution breakers, transformers,
SCRs and Motor Control Centers (MCC).
15 - Explain and show how to perform routine maintenance on a main switchboard.
Observe the participant inspecting bus bars including cleanliness and security of connections.
He/she should also check the circuit breakers, overloads, fuses, timers and instrumentation.
16 - Show how to use switchboard-monitoring instruments: wattmeters, voltmeters, ammeters and
current transformers.
The participant should demonstrate how to connect wattmeters, voltmeters, ammeters and
current transformers.
17 - Explain and show how to use following test instruments: multi-meter, clamp-on ammeter,
megger, oscilloscope and signal generator.
Observe the participant setting up and using all the functions of the multi-meter. Observe
him/her using clamp-on ammeter, megger, oscilloscope and signal generator.
18 - Show how to troubleshoot, service, maintain and repair a control circuit.
Observe the participant troubleshooting, servicing, maintaining and repairing a control circuit
such as motor control system, refrigeration system or drilling equipment.
19 - Show and describe the transformer system on your rig.
Observe the participant identifying input and output terminals of a power transformer. Ask the
participant to describe the transformer system on his/her rig. This should include the
configuration, the input and output voltage and kVA of the main power transformers through to
the lighting transformers. "If there are two or more power transformers, can the rig operate
safely with one transformer out of service?" Depends on the load and transformer rating. If not,
load must be shed before removing the transformer from service.
"What is the advantage of using STAR-DELTA switching on transformers for starting high power motors?"
Reduced starting voltage and load.
20 - Show how to perform routine maintenance on a power transformer.
Observe the participant performing PMS tasks on a power transformer. This should include
cleaning and inspecting the transformer windings. Check coils and terminals are secure.
Insulation test (megger) the primary and secondary to earth, and between the primary and
secondary. Record and compare the insulation test readings with previous values.
21 - Describe the function of Silicon Controlled Rectifier (SCR) for DC motor speed control.
Ask the participant to describe the functioning of an SCR system for speed control. This should
include a simple diagram of the power and pulse control or firing circuit.
"What determines the value of the variable output power from the SCR system?" The
pulse timing "Does the SCR stop firing during the half cycle if the pulse is removed?" No
22 - Show how to detect a misfiring Silicon Controlled Rectifier (SCR).
Observe the participant use an oscilloscope to detect a misfiring SCR. The oscilloscope will show a
missing or incomplete peak in the 6-peak waveform.
23 - Describe the function of inverters (variable frequency drive) for AC motor speed control.
Ask the participant to describe the function of solid-state inverters for AC motor speed control.
He/she should draw a one-line diagram of the system showing main components.
"What are the advantages of using AC motor speed control?" It allows use of AC motors which reduces
maintenance and operating cost and better suited for use in hazardous areas. Reference DVD 07.004
24 - Explain and show how to select electrical cable to suit a particular installation.
Observe the participant selecting the type and size of cable to use for different applications such
as: supplying a 100 horsepower (hp) AC motor, a 220 Volt lighting system and an intrinsically
safe (6 pair) circuit. For rig use, only shipboard or equivalent sheathed cable should be used.
Intrinsically safe cables should have a colored (normally blue) outer sheath. Cable sizes and
number of cores should be chosen to suite the application.
"What is the 'skin effect' in electrical conductors?" The skin effect is the tendency of the electric
current to flow on the periphery of the conductor.
25 - Explain and show how to select a fuse for a particular application.
Observe the participant selecting fuses for different applications such as a motor fuse, lighting
circuit fuse and an electronic circuit protection fuse.
"Why should a motor fuse never be used in non-motor application?" It is designed to
tolerate high starting currents and may not adequately protect a non-motor circuit.
"What actions should you take before replacing the fuse?" Isolate the supply where possible.
Determine the cause of the fuse failure before installing a new fuse.
26 - Explain and show how to monitor equipment grounding.
Observe the participant operating grounding detection equipment. He/she should explain how to
detect and trace ground faults and draw a typical ground detection system diagram.
27 - Explain and show the general lighting and emergency lighting systems.
Ask the participant to explain the difference between general and emergency lighting systems. This should
include the source of power, typical location of emergency lights such as escape routes, tops of stairs and
end of passageways. Note that all emergency light fittings must be clearly identifiable.
The participant should show where the emergency lighting transformers are located
and the switchboard from where they are supplied.
Observe the participant rebuilding a florescent or other discharge fitting. He/she should
identify the various parts.
28 - Show how to test battery backed emergency lighting.
Observe the participant testing battery backed emergency lighting. This should include isolating
power from lighting circuits containing battery backed emergency lighting if test buttons are not
fitted. The battery-backed light should illuminate for the specified period (usually for one hour).
29 - Explain and show how to inspect and service portable electrical tools and equipment.
Observe the participant inspecting and servicing portable electrical tools and equipment such as drills,
grinders, hand lamps, extension cords, fans, blowers, portable welding machine, and power washer.
The participant is to define and identify double insulated and earthed (grounded) equipment.
Inspection of portable hand tools will include condition of cable, connections, ensuring positive
locking devices are disabled or removed, and the tool housing is not damaged.
Observe the participant checking continuity of all equipment with earthed connections. Extension
cords should be fully wired/connected to include power conductors and earth conductor. Ask the
participant to explain the dangers of using portable electrical hand tools at 110 and 220 volts and
what precautions should be taken. Use isolating transformers.
30 - Explain and show how to inspect and maintain batteries.
Review the MPP manual 5, EMS 915-01 with the participant and ask him/her to identify lead-
acid and alkaline batteries and explain the safety precautions to take when handling them.
Note that lead acid and alkaline electrolyte must never be mixed. Observe the participant
topping up a battery and determining cell condition. The participant should demonstrate the
correct charging rate for a given battery. Observe the participant performing routine
maintenance and checks on the UPS unit.
31 - Show how to perform routine maintenance on an AC Motor.
Observe the participant performing PMS tasks on an AC Motor. Check that the motor is clean,
well ventilated and that the Motor terminals are secure. Megger test the motor, check bearings
for lift. For explosion proof motors check the flame paths including the shaft flame path
ensuring that the gaps do not exceed the maximum allowable value.
Ask the participant to explain the construction and operation of AC synchronous induction
motors. The AC synchronous motor has a wound rotor and slip rings for DC excitation. The
motor speed depends on the frequency of power supply and the number of poles. These
motors are frequently used for fixed speed, variable pitch thruster applications.
Reference DVD 07.004.
32 - Show how to perform workshop maintenance on an AC Motor.
Observe the participant overhauling an AC Motor. This should include stripping down the motor,
inspecting the rotor and stator, insulation testing (megger) to earth, checking balanced phase
winding resistance, bearing replacement and reassembly. Record and compare the insulation
test readings with previous values. For explosion proof motors check all the flame paths
including the shaft flame path.
33 - Show how to perform routine maintenance on a DC Motor.
Observe the participant performing PMS tasks on a DC Motor. Check that the motor is externally
clean and well ventilated. Open up the motor and check the brushes, brush-gear, commutator and
field coils. Clean internally to remove all carbon deposits. Check if all cable connections are
secure. Megger test the motor. For hazardous area operations, check pressurization and alarms.
Lubricate bearings as per specifications.
34 - Show how to perform routine maintenance on HVAC (heat, ventilation and air conditioning) equipment.
Observe the participant performing PMS tasks on HVAC (heat, ventilation and air
conditioning) equipment.
Using appropriate diagrams, the participant should explain how the HVAC system functions on
your rig. The system includes compressors, air-handling units and pipework for the HVAC.
Observe the participant recharging a refrigeration system.
35 - Show how to reverse the direction of rotation of an AC three-phase induction motor.
Observe the participant reversing the direction of rotation of an AC motor by reversing two of
the phase connections.
36 - Show how to reverse the direction of rotation of a DC motor.
Observe the participant reversing the direction of rotation of a DC motor by reversing the field
connections on shunt or series motors, and reversing the armature and inter-pole coils in
compound (series-shunt) motors.
37 - Describe the Power Management system used on your rig.
Ask the participant to describe the Power Management system used on his/her rig. This may
include phase-back, load shedding, generator switching and engine monitoring.
38 - Explain and show how to monitor and control the engine operation.
Ask the participant to describe the engine control and monitoring system. This should include
manual, remote and automatic starting of the engine as on his/her rig. In conjunction with the
mechanic, he/she should show how to test engine alarms such as engine low oil pressure,
engine low oil level, engine over-speed and engine high-temperature.
The participant should demonstrate how to adjust load sharing and governor operation via the
remote governor control unit such as the Woodward 2301.
39 - Explain and show the functioning of ballast control and tank gauging systems on your rig.
Ask the participant to explain the ballast control and tank gauging systems using
schematics and diagrams.
40 - Explain and show the functioning of thruster/propulsion control system on your rig.
Ask the participant to explain the thruster/propulsion control system using schematics and diagrams.
41 - Explain and show the functioning of anchor tension monitoring system on your rig.
Ask the participant to explain the anchor tension monitoring system and emergency anchor chain
release if fitted, using schematics and diagrams.
42 - Explain and show the functioning of environmental monitoring system on your rig.
Ask the participant to explain the environmental monitoring system using schematics and diagrams.
43 - Explain and show the functioning of jacking system on your rig.
Ask the participant to explain the jacking system using schematics and diagrams.
44 - Explain and show the impressed current cathodic protection system on your rig.
Ask the participant to explain the impressed current cathodic protection system. This should
include the hull protection system and the internal pipework system (anfomatic/antifouling).
Observe the participant performing PMS tasks on the systems and measuring hull potential with
respect to the sea. Ask the participant to explain the consequences of over and under cathodic
protection. Under protection will not prevent corrosion. Overprotection will cause flaking of paint
and hydrogen embrittlement in extreme cases.
45 - Explain and show how to perform routine maintenance on a pedestal crane.
Observe the participant performing routine PMS tasks on the power and control systems on a pedestal
crane. This should include the load monitoring and indicator system. All safety limits should be tested.
46 - Explain and show the fire and gas detection system on your rig.
Ask the participant to explain the fire and gas detection (alarm) system using schematics and
diagrams. Ask the participant to gas test the sensor heads and calibrate the readout. Test the
heat and smoke sensors.
Ask the participant to explain the general alarm system on his/her rig. .
47 - Explain and show how to calibrate the portable gas detectors.
Observe the participant calibrating portable gas detectors. This includes H2S and HC detectors.
48 - Explain and show how to operate Programmable Logic Controller (PLC)/Computer control
systems on your rig.
Observe the participant operating a Programmable Logic Controller (PLC)/Computer system on his/her rig.
This should include fault finding and adjusting parameters. PLCs can be found in equipment such as top
drive, BOP, crane control systems and alarm systems.
49 - Explain how the dry bulk tank gauging system operates on your rig.
Participant should explain how tank-gauging system for bulk tanks function on his/her rig.
50 - Explain how the mud monitoring systems operate on your rig.
Participant should explain how the Pit Volume Totalizer (PVT) and flow indicator systems
function. He/she should demonstrate how to calibrate and test the PVT and the flow sensor.
51 - Show how to setup and use acoustic rig position and riser angle monitoring system.
Observe the participant setting up and using the acoustic rig position and riser angle monitoring system.
52 - Explain and show how to perform routine maintenance on the top drive system (power swivel).
Observe the participant performing routine PMS tasks on the top drive system (power swivel).
This should include motor inspection and service, alarm testing, service loop and cable
connection checks. On open loop cooling systems, check the spark arrestor at air outlets.
Reference manufacturer's service manual.
53 - Explain and show how to perform routine maintenance on the eddy current (Elmagco) brake
and the control system.
Observe the participant performing routine PMS tasks on the eddy current (Elmagco) brake.
This should include air gap inspection, coil resistance and insulation tests, cable connection
checks and alarm testing. He/she should explain how to dynamically test the brake efficiency.
Observe the participant perform routine PMS tasks on the control system
54 - Explain how the emergency shutdown system operates.
Ask the participant how the emergency shutdown system operates and how and when to
test it. "What equipment does the emergency shutdown system control on your rig?"
55 - Explain the zone classification system on the rig.
Ask the participant to describe the zone classification system on his/her rig. He/she should
show the various zones on the rig using the operations manual drawings.
"What does 'Zone-0/1/ 2' and 'safe area' mean?" Zone - 0 is where an explosive air/gas
environment is present at all times such as inside a fuel tank. Zone - 1 is where the explosive
air/gas environment may be present during normal operation. Zone - 2 is where an explosive
air/gas environment is only present in abnormal circumstances and if present - would only be for
short duration. 'Safe area' is where explosive gas/air mixture should not be present.
"What precautions should be taken when installing or using equipment in zoned areas?" Ensure that the
equipment being installed or used will not provide a source of ignition and is compliant with the zone
classification. The equipment needs to be explosion-proof, intrinsically safe or otherwise protected.
56 - Explain the hazardous area equipment classification system.
Ask the participant to explain the hazardous area equipment classification system on his/her
rig. This should include EEx d, EEx e, EEx n or UL Class 1 with a, b, c, d classification,
Purged (EEx p) and Intrinsically safe (EEx ia) classifications for equipment.
The participant will also have knowledge other types of hazardous area classification such as
EExm, EExo, Eexq.
"What is meant by EExd?" EExd means equipment is explosion proof. Should ignition take place
within the enclosure, the enclosure is strong enough to contain the explosion.
Flame paths prevent hot gasses exiting the enclosure.
"What is meant by a 'flame path'?" A flame path will cool hot gases to a temperature that
cannot ignite gases that may surround the EExd equipment. Flame paths are usually 1-inch
wide flanges on enclosures. Motor drive shafts and shafts passing through enclosures also
have flame paths The maximum gap on any flame path is approximately .015 inch.
Ask the participant to explain Intrinsically safe EExia classification
Ask the participant in which hazardous zone each classification can be used.
He/she should explain how various standards such as American or European compare and
that other standards such Canadian and IEC exist and are in common use.
57 - Explain how to check hazardous area equipment.
Ask the participant to explain how to check hazardous area equipment.
This includes checking flame paths on explosion proof (EExd) equipment using feeler gauges. All
fasteners must be installed, secured and cable glands must be certified and in good condition.
For EExe (increased safety) equipment, all terminations should be checked for security and in particular
for signs of overheating. The equipment must be clean and well ventilated. All covers must be in place
On pressurized equipment check for correct purging and maintained pressure.
Intrinsically safe (IS) equipment is incapable of producing a spark that could cause ignition therefore IS
equipment is always low power such as bells, telephones, monitoring and data systems. Check that no
modifications have been made to the original circuit specification and that the unit is in good condition.
All hazardous area equipment regardless of classification must be clean and maintained within
specification. Equipment not within specification must be removed from service, only certified
replacement components must be used during service and maintenance.
Damaged equipment should be returned to an accredited workshop for repair and recertification.
58 - Explain how an Operational Amplifier (op-amp) works.
Ask the participant to describe the working of an op-amp and where it could be used. This should
include the different configurations in which an op-amp can be connected. He/she should
demonstrate how to select substitute components from 'equivalents' books.
59 - Explain and show how to test a transistor.
Observe the participant testing a transistor. He/she should identify different types of transistors
(pnp, npn) and the transistor terminals (base, emitter and collector).
60 - Explain and show how to read and interpret simple solid state circuit diagrams.
Observe the participant read and interpret simple solid state circuit diagrams. This includes
finding voltages at various points, current in various arms, capacitance, resistance and
inductance of circuits.
61 - Describe the Preventive Maintenance System (PMS).
The participant should explain how PMS is structured.
"What are the primary reference documents for the PMS system?" Maintenance Policies and
Procedures (MPP) manuals.
"How are specific PMS tasks generated?" MPP manuals contain Equipment Maintenance Standards
(EMS). The EMS contains basic generic checklists and instructions for equipment maintenance. The rig
generates its own rig specific/equipment specific PM tasks based on the EMS.
"Explain what is meant by Critical, Major and Minor equipment?"
0 Critical equipment is a vital part of a safety or environmental system or a system that is
necessary for rig certification. Maintenance of Critical items is prioritized over other items and
have to be maintained in first rate condition at all times.
0 Major equipment is not classified as critical equipment, vital to drilling operations, essential
equipment, and a major company investment greater than $10,000.
0 Minor equipment is not classified as critical or major equipment and less than $10,000.
"What would happen if a task is still pending at the end of the scheduled due-date?" It's carried
over and prioritized in the next maintenance period.
"What would you do if a completed task showed that remedial work was required?" Generate
a JCF for the remedial work.
62 - Show how to use the computer.
Observe the participant starting a computer and opening Windows Explorer to access a file. Ask the
participant to create a new Word or Excel document, print and save it. He/she should demonstrate how to
log onto the local area network (LAN) and transfer files between different computers.
63 - Show how to use the Property Symbolization System (PSS).
"What is an EFN?" Equipment Family Number.
The participant should extract the EFN, group and sub-group figures for key equipment using
the PSS book of codes.
64 - Show how to use the Computer Aided Maintenance Management (CAMM) system.
Observe the participant logging on to CAMM. He/she should demonstrate how to create a new Job Control
Form (JCF), process and close an existing JCF. Have the participant open a JCF created by the scheduler
and print out the associated Preventive Maintenance (PM) task. The participant should extract and print the
scheduled PM tasks for the upcoming month and check for backlogged PM tasks. The participant should do a
history search on a particular piece of equipment.
65 - Show how to use Standard Inventory Control System (SICS).
Ask the participant to find the SCN for a particular part. He/she should check the stock status of
an item and explain the minimum and maximum order point system.
"What is an SCN?” Sedco Forex Catalogue Number.
66 - Explain your role in training rig personnel.
Ask the participant to explain his/her role in training rig personnel. This may include helping them
to complete their modular training tasks and day to day technical skills. Ensure that personnel
are aware of and adhere to all applicable regulatory requirements and Company policies.
67 - Explain and show your role in people management.
Ask the participant to explain his/her role in people management. This includes scheduling and
organizing personnel, working with other departments and leading by example. Observe the
participant setting priorities on the work to be done.
Reference Petex [Link].2.40000 Man Management and Rig Management book - PETEX Rotary Drilling Unit
IV
68 - Show how to make an efficient hand-over.
Review the participant's hand-over notes. These notes should be brief and concise. They should include
sufficient information for the 'relief' to carry on the job(s) smoothly. They should give a good overview of
what has been done during his/her time on the rig. The participant should take time to explain ongoing
operations, any special precautions in place, any equipment out of service or malfunctioning.
69 - Explain how to do a 'performance appraisal'.
Ask the participant to go through the Company's standard performance appraisal form and
explain the various fields.
"Why should there be 3 monthly reviews of objectives and performance?" So that the person
appraised can review his/her progress with the appraiser and is given an adequate chance to
improve his/her performance if necessary.
"Why is it important to have the employee's comments on the form?" To ensure that the
employee and appraiser agree on the issues addressed in the appraisal or to bring out any
contested issues (differences of opinion).
