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Building & Construction · course plan

⚠ Pending professional review

This course plan, its lessons and its assessments has not yet been verified by a licensed professional engineer or master tradesperson or by a certification or approval body. It is a study draft and may contain errors. Do not use it as instructions for work on a job site or on live equipment. Always follow your instructor, your supervising professional, and current official references and regulations.

VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.

Wind Turbine Technician

9 courses · 1,800 clock hours · 6–12 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.

~~$23,880~~ COMPLIMENTARYprogram tuition

9courses

79lessons

1,800hours

31assessments

Development progressPlanCourses, lessons and assessments written for this tradeLessons79 of 79 lesson pages writtenPractice632 practice questionsResources114 reference entries (study list)Review0 lesson pages reviewed by a licensed professional

Study now: 79 lesson pages are open (lesson titles below are links).

BLD-WIND70-01 Universal core

Universal Core: Safety, Math, Communication & Career for Wind Turbine Technicians

148 hr · ~~$1,185~~ COMPLIMENTARY

This foundational course equips learners with the safety knowledge, trade mathematics, technical literacy, and professional skills required to enter wind turbine technician training and the wind energy workforce. Students complete OSHA 10 outreach training, first aid/CPR certification, and build the numerical and communication competencies that underpin every downstream course. Lessons are explicitly mapped to OSHA 10 topic areas, NCCER Core curriculum standards, and GWO Basic Safety Training prerequisite knowledge.

Outcomes

Pass the OSHA 10 Construction outreach course and articulate the general duty clause, workers' rights, and hazard recognition processes relevant to wind energy worksites.
Perform trade math calculations—including unit conversion, ratio and proportion, basic trigonometry for tower geometry, and electrical formula transposition—accurately enough to support turbine diagnostics and rigging tasks.
Read and interpret technical documents including safety data sheets, equipment manuals, torque specification tables, and P&ID symbols at a level adequate to follow written work procedures.
Apply first aid and CPR/AED procedures to common wind-site emergencies, meeting the performance standards of an accredited first aid/CPR certification provider.
Use digital tools—job-site apps, computerized maintenance management system (CMMS) interfaces, and digital measuring instruments—to record, retrieve, and communicate work data.
Demonstrate career-readiness behaviors including professional communication, resume and credential portfolio development, and knowledge of apprenticeship and advancement pathways in the wind industry.

Course text

How the course runs. 7 blocks: Hazard Recognition and OSHA 10 Construction Outreach; Personal Protective Equipment and Lockout/Tagout Fundamentals; First Aid, CPR, and Wind-Site Emergency Response; Trade Math: Measurement, Unit Conversion, and Ratio; Trade Math: Geometry, Trigonometry, and Electrical Formulas; Technical Reading, Documentation, and Digital Tools; Career Readiness, Professional Communication, and Industry Pathways.

What competent looks like. Pass the OSHA 10 Construction outreach course and articulate the general duty clause, workers' rights, and hazard recognition processes relevant to wind energy worksites. Perform trade math calculations—including unit conversion, ratio and proportion, basic trigonometry for tower geometry, and electrical formula transposition—accurately enough to support turbine diagnostics and rigging tasks. Read and interpret technical documents including safety data sheets, equipment manuals, torque specification tables, and P&ID symbols at a level adequate to follow written work procedures. Apply first aid and CPR/AED procedures to common wind-site emergencies, meeting the performance standards of an accredited first aid/CPR certification provider. Use digital tools—job-site apps, computerized maintenance management system (CMMS) interfaces, and digital measuring instruments—to record, retrieve, and communicate work data. Demonstrate career-readiness behaviors including professional communication, resume and credential portfolio development, and knowledge of apprenticeship and advancement pathways in the wind industry.

Lessons · 7 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Hazard Recognition and OSHA 10 Construction Outreach	12	theory	Students complete the full OSHA 10 Construction outreach curriculum and correctly identify the regulatory basis, worker rights, and common construction hazards that apply to wind turbine worksites.	Work through all required OSHA 10 Construction topic modules delivered by an authorized OSHA outreach trainer, including focus four hazards (falls, struck-by, caught-in/between, electrical), and complete all sign-in documentation required for card issuance. Analyze a set of four wind-site incident case studies—each involving a different focus-four hazard—identify the root cause, the violated OSHA standard (cited by topic area, not fabricated section number), and a corrective action. Complete a hazard-hunt walkthrough of the school's shop and lab space using a printed hazard identification checklist, tagging each deficiency with its hazard category and recommended control from the hierarchy of controls.	OSHA 10 Construction authorized-trainer materials, OSHA Outreach Program student packets, hierarchy-of-controls poster, incident case study handouts, hazard-hunt checklist form	Authorized OSHA outreach trainer verifies 100% attendance and participation across all required topic hours; students score 70% or higher on the trainer-administered OSHA 10 knowledge check; hazard-hunt checklist returned with a minimum of 10 identified items correctly categorized.
2	Personal Protective Equipment and Lockout/Tagout Fundamentals	16	demo	Students select correct PPE for wind-turbine task scenarios and execute a multi-energy lockout/tagout (LOTO) procedure on a training station without instructor prompting.	Instructor demonstrates the inspection, donning, and doff sequence for each PPE category required in wind work—hard hat, safety glasses, hearing protection, gloves, steel-toed footwear, high-visibility vest, and fall-protection harness—while students complete a guided observation checklist noting pass/fail criteria for each item. Students pair up at a dedicated LOTO training station (simulated electrical panel, pneumatic valve, and hydraulic circuit) and take turns serving as authorized employee and affected employee, each applying padlocks and tags following a written LOTO procedure form, with the partner verifying each step. Groups of three review three scenario cards describing different energy sources found in a wind turbine (electrical, hydraulic, pneumatic, gravitational stored in blade pitch) and write out the energy-isolation steps for each, then present their procedure to the class for critique.	Full PPE kit per student (harness, hard hat, safety glasses, hearing protection, gloves, hi-vis vest, steel-toed boots), LOTO training station, padlocks and hasp set, lockout tags, blank LOTO procedure forms, OSHA LOTO topic reference handout	Instructor uses a 20-point PPE donning checklist; students must pass all safety-critical items (harness fit, hard-hat suspension, eye protection seal) with zero critical errors. LOTO practical: student completes full sequence on training station with no unprompted prompts from instructor; any skipped step is an automatic retry; pass requires two consecutive error-free runs.
3	First Aid, CPR, and Wind-Site Emergency Response	16	lab	Students demonstrate adult CPR/AED use and first-aid responses to bleeding, shock, musculoskeletal injury, and altitude-related emergencies to the performance standard required for accredited first aid/CPR certification.	Accredited first aid/CPR instructor leads hands-on skills stations covering adult CPR with AED, rescue breathing, severe bleeding control with direct pressure and tourniquet application, and recognition of shock; each student performs each skill on a manikin or training device until the instructor signs off on technique. Students work through a wind-site mass-casualty scenario tabletop exercise in which a technician has fallen inside a tower and a second worker has a laceration: groups assign roles (first responder, communications, equipment retrieval), document their emergency action sequence on a written form, and debrief with the instructor. Students review the emergency action plan (EAP) format required at wind project sites, then draft a one-page EAP for a hypothetical three-turbine site that includes communication tree, nearest hospital route, helicopter landing zone designation, and confined-space rescue notification steps.	CPR manikins (one per two students), AED trainer units, trauma-kit supplies (gloves, bandages, tourniquets, wound-packing gauze, foil blankets), accredited first aid/CPR instructor, tabletop scenario script, blank EAP template	Accredited provider's skills verification checklist used for CPR/AED and first aid stations; provider's standard determines pass/fail for credential issuance. Tabletop EAP document graded by instructor on a rubric: must include all four required EAP sections and contain no safety-critical omissions to pass.
4	Trade Math: Measurement, Unit Conversion, and Ratio	24	theory	Students solve wind-turbine trade math problems involving SI and US customary measurement, unit conversion, ratio and proportion, percentage, and basic formula transposition with 80% accuracy.	Instructor works through 15 annotated example problems drawn directly from wind-turbine tasks—converting torque from foot-pounds to newton-meters, calculating gear ratios, expressing blade pitch angles as percentages of full travel—while students annotate each step in their math notebooks using a structured note-taking template. Students work individually on a 30-problem practice set covering all lesson topics, self-grade using the provided answer key with worked solutions, identify their error types on an error-analysis form, and complete targeted re-practice problems for each error category. Small groups receive a set of real torque specification tables and a simulated work order requiring them to convert specified values to the units their wrench reads, calculate the correct number of bolt passes at each torque stage, and record results on a completed maintenance log form.	Scientific calculators (one per student), wind-turbine torque specification table excerpts, metric/US unit conversion reference card, math notebook, 30-problem practice set with worked-solution key, maintenance log forms, NCCER Core math module reference	30-problem practice set scored by student using answer key; students scoring below 80% must complete the targeted re-practice set and resubmit before progressing. Torque conversion group task graded by instructor for correct values on every line of the maintenance log—any safety-critical torque error requires group to redo that section.
5	Trade Math: Geometry, Trigonometry, and Electrical Formulas	20	theory	Students apply right-triangle trigonometry to tower and blade geometry problems and correctly transpose and solve Ohm's Law, power, and basic three-phase electrical formulas relevant to wind turbine diagnostics.	Instructor demonstrates how sine, cosine, and tangent relate to real wind-tech measurements—finding the horizontal distance from a tower base when a service vehicle must park clear of a fall zone, calculating the arc length swept by a blade—and students solve six guided problems with instructor circulation and immediate correction. Students use a scientific calculator to complete a 20-problem set covering right-triangle problems, Ohm's Law transpositions (solving for voltage, current, and resistance), and power formula variations, recording each step in a two-column format (formula setup \| arithmetic) to make error-checking possible. Pairs receive a simplified single-line electrical diagram of a wind turbine's low-voltage circuit and a set of measured values; they calculate the expected current at three points, compare to the diagram's rated values, and flag any calculated deviation greater than 10% as a potential fault—documenting findings on a defect report form.	Scientific calculators, right-triangle formula reference sheet, Ohm's Law and power formula reference card, simplified wind-turbine single-line electrical diagram, 20-problem practice set with answer key, defect report forms	20-problem set scored by instructor; 80% minimum to proceed. Electrical diagram task: instructor checks defect report for correct calculations at all three points and appropriate flagging of deviations—an incorrect flag on a safety-relevant overcurrent condition requires immediate re-instruction and a second attempt.
6	Technical Reading, Documentation, and Digital Tools	32	practice	Students accurately interpret safety data sheets, equipment operation manuals, torque and lubrication specification tables, and basic P&ID symbols, and correctly enter work-order data into a CMMS training interface.	Instructor guides students through a structured reading of a real wind-turbine gearbox lubrication manual section: students highlight the hazard statements, locate the correct lubricant specification for two temperature ranges, record the change interval, and answer a 10-question comprehension quiz—then repeat the process with an SDS for the same lubricant to cross-reference PPE and spill-response requirements. Students work individually at computers to enter a completed paper inspection checklist into the school's CMMS training environment (such as a demo instance of a widely used maintenance platform), creating a corrective work order for each deficiency found, assigning priority, and attaching a photo taken with a tablet—instructor circulates and corrects data-entry errors in real time. In groups of three, students receive a one-page excerpt from a turbine hydraulic P&ID, identify and label ten specified symbols using a standard P&ID symbol reference guide, then write a three-sentence plain-language summary of what the depicted circuit does, suitable for briefing a non-technical site visitor.	Wind-turbine gearbox lubrication manual excerpts (real OEM document, redacted for IP), SDS for a common turbine lubricant, CMMS training environment access (computers or tablets), digital camera or tablet with camera, inspection checklist forms, hydraulic P&ID excerpt, ISA standard P&ID symbol reference guide	SDS/manual comprehension quiz: 80% minimum. CMMS data-entry task: instructor checklist verifies all required fields populated, correct priority assigned, and photo attached—any missing safety-critical field (hazard classification, corrective action) requires immediate correction. P&ID labeling: 8 of 10 symbols correctly identified to pass.
7	Career Readiness, Professional Communication, and Industry Pathways	28	practice	Students produce a professional resume and credential portfolio specific to wind turbine technician employment and demonstrate effective written and verbal communication in a simulated workplace scenario.	Students draft a wind-tech-targeted resume using a provided template that includes a skills section mapped to NCCER and GWO credential areas, a work-history section with action-verb sentence starters, and a certifications block; peers exchange drafts and apply a resume critique rubric, then each student revises based on peer feedback before submitting a final version to the instructor. Instructor presents a panel overview of wind-industry career pathways including apprenticeship programs, NCCER Registry advancement levels, union and non-union employment models, and expected wage progression based on publicly available Department of Labor occupational data; students complete a structured note guide and then research one specific employer or apprenticeship program and present a two-minute verbal summary to the class. Students participate in a simulated morning tailgate safety meeting: one student acts as lead technician, reads a work plan aloud, identifies the day's hazards, assigns PPE, and fields questions from three classmates playing crew members who raise realistic concerns; instructor scores the lead on a professional communication rubric covering clarity, active listening, and correct safety information.	Resume template specific to wind tech trades, peer critique rubric, Bureau of Labor Statistics Occupational Outlook Handbook (wind turbine technician entry), NCCER Registry reference handout, GWO credential overview one-pager, tailgate safety meeting scenario script, professional communication scoring rubric	Resume: instructor rubric requires a complete certifications block, at least three trade-specific skills entries, and zero factual errors in credential names or dates—any factual error must be corrected before portfolio submission. Tailgate meeting communication rubric: student must score Meets Standard or above on clarity and correct safety information to pass; a single incorrect safety statement (wrong PPE, wrong hazard control) requires a second attempt.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
OSHA 10 and Safety Knowledge Exam	Written exam	25%	70% correct on all items; zero incorrect answers on any question directly tied to lockout/tagout sequence, PPE selection, or emergency stop procedures (those items must be answered correctly or the student completes targeted remediation and retakes only the failed section)	A 50-question multiple-choice and short-answer exam covering OSHA 10 Construction topic areas, hierarchy of controls, PPE selection, LOTO procedures, and first aid/emergency response as applied to wind-turbine worksites. This assessment is explicitly mapped to OSHA 10 outreach content areas and to GWO Basic Safety Training prerequisite knowledge, and serves as the program's formal record that OSHA 10 foundational content was assessed prior to tower work. Accuracy · Safety · Communication · Professionalism
Trade Math and Technical Reading Exam	Written exam	25%	80% overall; any sub-section (measurement/conversion, geometry/trigonometry, electrical formulas, or document interpretation) below 70% requires targeted remediation on that sub-section and a retake of those items before the student advances to Course 2	A 60-item exam combining calculation problems (unit conversion, ratio, right-triangle trigonometry, Ohm's Law, and power formulas) with document-interpretation tasks requiring students to extract correct values from a torque specification table, an SDS, and a P&ID excerpt. Results are recorded in the student's NCCER transcript folder as evidence of Core math and technical literacy competency. Accuracy · Safety · Communication · Professionalism
Professional Portfolio Project	Project	25%	Rubric score of 75% or higher overall; the resume must receive a passing score on the certifications and trade-skills sections independently, and the CMMS work-order printout must contain no safety-critical data-entry omissions	Students assemble and submit a professional portfolio containing their finalized wind-tech resume, a one-page career pathway plan citing at least one specific employer or apprenticeship program, a completed CMMS work-order printout from the technical reading lesson, and a reflective one-page statement connecting their OSHA 10 and first aid credentials to their job-search readiness. The portfolio is graded against a detailed rubric and becomes the student's working document for the program's externship application process. Accuracy · Safety · Communication · Professionalism
Safety and Professional Communication Oral Defense	Oral / panel	25%	Score of Meets Standard or above on all four rubric dimensions (technical accuracy, clarity, active listening, and professional conduct); any Does Not Meet on technical accuracy requires immediate remediation and a second attempt before the student advances	In a 10-minute individual oral session with two instructors, the student responds to three randomly selected scenario prompts drawn from the lesson bank—one involving a LOTO or PPE decision, one requiring interpretation of a trade document or calculation result, and one asking the student to explain a career-readiness choice from their portfolio. Instructors use a standardized four-dimension rubric and provide written feedback; this assessment mirrors the oral and practical demonstration components found in NCCER performance testing. Accuracy · Safety · Communication · Professionalism

BLD-WIND70-02 Trade course

Wind Turbine Mechanics

205 hr · ~~$3,680~~ COMPLIMENTARY

Students learn the mechanical systems of a utility-scale horizontal-axis wind turbine, including the drivetrain, main bearing, gearbox, main shaft, rotor hub, pitch system, yaw system, nacelle structure, and brake system. Lab and demonstration work uses industry-standard tooling, torque equipment, and technical manuals to build hands-on competency aligned with NCCER Wind Turbine Tech and GWO Basic Safety Training credential exam areas. Safety—including lockout/tagout, PPE selection, and dropped-object prevention—is integrated into every lesson.

Outcomes

Identify and describe the function of each major mechanical component in a utility-scale wind turbine drivetrain, from rotor hub through generator input shaft.
Apply correct lockout/tagout and mechanical isolation procedures before performing any inspection, adjustment, or maintenance task on turbine mechanical systems.
Use calibrated torque wrenches and hydraulic torque tools to tighten fasteners to manufacturer-specified values following a documented bolt-torque sequence.
Inspect main bearings, gearbox oil, blade pitch bearings, and yaw drive components and record findings in a standardized maintenance log.
Interpret exploded-view diagrams, assembly drawings, and OEM maintenance manuals to plan and sequence a mechanical maintenance task.
Demonstrate safe rigging and use of nacelle lifting aids (chain hoists, come-alongs) to move heavy components within a nacelle within GWO and OSHA general industry guidelines.

Course text

How the course runs. 12 blocks: Wind Turbine Major Systems Overview and Mechanical Terminology; Mechanical Safety: LOTO, PPE, and Stored-Energy Control; Fastener Systems, Torque Theory, and Bolt-Torque Sequencing; Torque Tool Operation and Calibration Verification; Main Shaft, Main Bearing, and Bedplate Inspection; Gearbox: Types, Lubrication Systems, and Oil Analysis; Gearbox Inspection, Oil Sampling, and Filter Service; Mechanical Brake System: Disc, Caliper, and High-Speed Shaft; Pitch System Mechanics: Blade Pitch Bearings and Actuators; Yaw System: Drive, Ring Gear, and Lubrication; Nacelle Rigging and Component Handling Safety; Integrated Mechanical Maintenance Practical: Drivetrain Inspection and Documentation.

What competent looks like. Identify and describe the function of each major mechanical component in a utility-scale wind turbine drivetrain, from rotor hub through generator input shaft. Apply correct lockout/tagout and mechanical isolation procedures before performing any inspection, adjustment, or maintenance task on turbine mechanical systems. Use calibrated torque wrenches and hydraulic torque tools to tighten fasteners to manufacturer-specified values following a documented bolt-torque sequence. Inspect main bearings, gearbox oil, blade pitch bearings, and yaw drive components and record findings in a standardized maintenance log. Interpret exploded-view diagrams, assembly drawings, and OEM maintenance manuals to plan and sequence a mechanical maintenance task. Demonstrate safe rigging and use of nacelle lifting aids (chain hoists, come-alongs) to move heavy components within a nacelle within GWO and OSHA general industry guidelines.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Wind Turbine Major Systems Overview and Mechanical Terminology	13	theory	Students correctly identify and name every major mechanical assembly on a labeled nacelle cross-section diagram and explain the energy conversion path from wind to shaft rotation.	Label a full-scale nacelle cross-section poster identifying rotor hub, main shaft, main bearing housing, gearbox, high-speed shaft, mechanical brake, nacelle bedplate, yaw ring, and nacelle cover. Watch and annotate an OEM 3-D exploded animation of a two- or three-stage gearbox drivetrain, then write a one-paragraph energy-flow summary in their own words. Pair-share quiz: students take turns naming a component from a shuffled card set and must state its function and one maintenance concern before the instructor confirms the answer.	Large-format nacelle cross-section posters, OEM technical manuals (publicly available sections), component terminology card deck, projector/screen, student notebooks	Closed-book component-identification quiz: student correctly names and states the function of at least 18 of 20 labeled components (90% pass).
2	Mechanical Safety: LOTO, PPE, and Stored-Energy Control	16.5	theory	Students correctly write a machine-specific lockout/tagout procedure for a simulated turbine isolation scenario and select the appropriate PPE for each identified mechanical hazard.	Read and annotate OSHA 29 CFR 1910.147 (control of hazardous energy) summary handout; identify the six steps of an energy-control procedure and match each step to a turbine scenario. Given a turbine mechanical-hazard scenario card (e.g., main shaft rotation, stored hydraulic pressure, spring-loaded brake), students write a written LOTO procedure identifying all energy sources, isolation points, and verification steps. PPE selection exercise: instructor presents a hazard photograph (rotating shaft, lubricant spray, hot gearbox oil, suspended load) and students select correct PPE from a displayed kit, justifying each choice aloud.	OSHA 29 CFR 1910.147 handout, sample turbine LOTO procedure forms, PPE display kit (hard hat, safety glasses, face shield, cut-resistant gloves, steel-toe boots, high-visibility vest), whiteboard	Written LOTO procedure evaluated against a rubric: all energy sources identified, correct isolation and verification steps included, PPE correctly selected—80% rubric score to pass; any safety step omitted = automatic re-do.
3	Fastener Systems, Torque Theory, and Bolt-Torque Sequencing	14.5	theory	Students calculate required torque values from OEM specification tables and explain why bolt-torque sequencing and lubrication condition affect clamp load.	Instructor demonstrates how bolt grade, diameter, thread pitch, and lubrication condition (dry, oil, anti-seize) each shift the torque-to-clamp-load relationship using a torque-tension diagram; students annotate their own diagram. Using a sample OEM torque table, students calculate torque values for five different flange bolts, accounting for specified lubricant conditions and unit conversions (ft-lb to N·m). Students practice drawing a star-pattern bolt-torque sequence on a paper flange diagram for 8-bolt, 12-bolt, and 16-bolt flanges, then explain the sequence rationale to a partner.	OEM torque specification tables (generic/publicly available), torque-tension diagram handouts, calculators, pencils, flange sequence worksheet	Five-problem torque calculation worksheet graded for correct value, correct unit, and correct lubricant factor—80% correct to pass.
4	Torque Tool Operation and Calibration Verification	16.5	demo	Students demonstrate proper operation of click-type and dial torque wrenches and a hydraulic torque wrench to achieve a target torque within the manufacturer's stated tool accuracy band.	Instructor demonstrates click-type torque wrench: setting the target value, applying force perpendicular to handle, listening for and feeling the click, zeroing and storing the tool—students observe then repeat on a practice bolt block. Students use a dial torque wrench to apply torque to a practice flanged joint on a bench fixture, recording readings and comparing to the click-type results, noting any variance within tool accuracy. Instructor demonstrates a low-pressure hydraulic torque wrench setup on a large-diameter bolt simulator: hose connection, pump operation, and reaction arm placement; students perform one supervised cycle each.	Click-type torque wrenches (various ranges), dial torque wrench, low-pressure hydraulic torque wrench with pump, bolt-practice bench fixture, torque verification tester (torque analyzer block), calibration stickers and log sheet	Performance checklist: student achieves target torque (±5% of set value as confirmed on torque analyzer) on three consecutive bolts using click-type wrench, and correctly sets up hydraulic wrench reaction arm—all critical steps checked off by instructor.
5	Main Shaft, Main Bearing, and Bedplate Inspection	16.5	lab	Students perform a documented visual and tactile inspection of a main-shaft assembly and main-bearing housing, recording all observations on a standard maintenance checklist.	Following a written LOTO procedure, students isolate the main shaft on a drive-train lab trainer, then inspect the main bearing housing for cracks, corrosion, grease-seal condition, and mounting-bolt torque markings, recording each finding on the checklist. Using a dial indicator on a magnetic base, students measure main-shaft radial runout at a specified location, compare the reading to a given serviceability limit, and classify the reading as acceptable or out-of-tolerance. Students photograph two findings (one normal, one flagged as a potential concern) and write a one-paragraph condition report using prescribed technical language consistent with OEM documentation style.	Drivetrain lab trainer (or sectioned main-shaft/bearing assembly), dial indicator with magnetic base, feeler gauges, inspection checklist forms, calibrated torque wrench, camera or phone, PPE kit	Completed inspection checklist reviewed by instructor: all 15 checklist items addressed, dial-indicator reading recorded with correct units, condition report uses accurate terminology—pass requires all items attempted and no safety step skipped.
6	Gearbox: Types, Lubrication Systems, and Oil Analysis	16.5	theory	Students explain the operating principles of parallel-shaft and planetary gearbox stages and describe how the gearbox lubrication system prevents wear and contamination.	Instructor uses a cutaway planetary gearbox model to walk through sun gear, planet gears, ring gear, and carrier interactions; students trace power flow and calculate the gear ratio for a given stage configuration using the provided ratio formula. Students read an excerpt from an OEM gearbox maintenance manual covering oil type, viscosity grade, fill level, and service interval, then answer five comprehension questions identifying key service parameters. Students examine three labeled oil samples in clear vials (new oil, in-service oil within limits, contaminated oil exceeding limits) and use a visual cleanliness comparison chart to classify each sample, recording observations and recommended actions.	Cutaway planetary gearbox model, OEM gearbox manual excerpt, gear-ratio worksheet, three oil sample vials, visual cleanliness comparison chart, student notebooks	Gear-ratio calculation (must be within ±0.1 of correct answer) plus oil-sample classification exercise scored by instructor: 80% correct responses to pass.
7	Gearbox Inspection, Oil Sampling, and Filter Service	16.5	lab	Students collect a gearbox oil sample following an industry-standard sampling procedure, service an oil filter, and record all findings on a maintenance work order.	Following LOTO on the drivetrain trainer, students attach a vacuum oil-sampling pump to the designated sampling port, collect a sample into a labeled sample bottle, seal and tag the bottle, and complete the chain-of-custody form used by commercial oil-analysis labs. Students remove, inspect, and replace a spin-on-style gearbox oil filter on the lab trainer, checking the used filter's bypass indicator, inspecting the gasket seating surface, and torquing the new filter by hand plus the specified fraction of a turn per the maintenance card. Students complete a standard maintenance work order form documenting: task performed, parts used (part number and quantity), torque values applied, oil sample submission reference, and any abnormal findings noted during the task.	Drivetrain lab trainer with oil sampling port, vacuum sampling pump, sample bottles and labels, chain-of-custody forms, spin-on oil filter and housing, torque wrench, drain pan, shop rags, PPE kit, maintenance work order forms	Instructor reviews completed work order for accuracy and checks that sample bottle is correctly labeled and sealed; oil filter installation is verified for correct torque—all critical steps must be completed correctly to pass.
8	Mechanical Brake System: Disc, Caliper, and High-Speed Shaft	13	demo	Students describe how a spring-applied, hydraulically released disc brake functions as a fail-safe device and demonstrate a safe brake-system inspection including pad thickness measurement.	Instructor demonstrates brake caliper operation on a bench-mounted brake assembly, showing how the spring applies clamping force and how hydraulic pressure releases it, simulating a grid-loss scenario by manually releasing hydraulic pressure and observing spring engagement. Students measure brake-pad thickness using a depth micrometer at three points across the pad face and compare each measurement to the OEM minimum-thickness specification provided on a spec card, determining whether the pad is serviceable. Students inspect the brake disc (rotor) surface on the bench assembly for scoring, heat discoloration, and minimum-thickness specification, recording findings on an inspection form and classifying each finding as acceptable, monitor, or replace.	Bench-mounted disc brake assembly (spring-applied/hydraulic-release type), depth micrometer, OEM brake specification card, inspection form, PPE kit, measuring tape	Performance checklist: student measures pad thickness at correct three locations, records values with correct units, and makes a correct serviceability classification—all three pad measurements must be within ±0.5 mm of instructor measurement to pass.
9	Pitch System Mechanics: Blade Pitch Bearings and Actuators	16.5	theory	Students explain the purpose of individual blade pitch control, describe the difference between hydraulic and electric pitch actuator systems, and identify the key maintenance items for a pitch bearing.	Using a pitch-system schematic, students trace the control signal path from the turbine controller to a hydraulic pitch actuator and to an electric pitch motor, labeling each component and annotating its function on a printed diagram. Students read two OEM manual excerpts (one hydraulic pitch, one electric pitch) and complete a side-by-side comparison table listing: actuation method, energy source, emergency feather mechanism, and common failure modes for each. Instructor demonstrates grease-point locations on a pitch-bearing ring mockup; students practice applying the correct grease type (from a labeled cartridge) with a grease gun, counting strokes per the mock OEM specification card, and recording the lubrication event on a log.	Pitch-system schematics (hydraulic and electric), OEM manual excerpts, comparison table worksheet, pitch-bearing ring mockup with grease fittings, grease gun, labeled grease cartridge, lubrication log form	Comparison table graded against answer key (80% correct) and lubrication performance verified by instructor: correct grease type, correct fitting location, correct stroke count—any wrong grease type is an automatic fail.
10	Yaw System: Drive, Ring Gear, and Lubrication	14.5	demo	Students describe how the yaw drive system orients the nacelle into the wind and demonstrate a yaw ring-gear visual inspection and lubrication task.	Instructor presents a yaw system diagram and explains active yaw control: wind vane/anemometer signal, yaw controller, yaw motor(s), pinion gear, yaw ring gear, and yaw brake—students annotate their own diagram with torque direction, gear reduction path, and braking sequence. Using a yaw ring-gear mockup, instructor demonstrates an inspection for tooth wear, pitting, and adequate grease coverage; students then perform their own inspection, recording surface condition on an inspection form using standardized condition codes. Students apply open-gear compound to the yaw ring-gear mockup using a brush, following a mock OEM procedure specifying coverage area and product, and record the task on a lubrication schedule form.	Yaw system diagram/poster, yaw ring-gear mockup, open-gear compound (sample tube), application brush, inspection form with condition codes, lubrication schedule form, PPE kit	Instructor-observed inspection: student correctly identifies and codes at least four of five deliberately placed condition examples on the mockup, and lubrication coverage is judged complete by instructor—4 of 5 conditions correctly coded to pass.
11	Nacelle Rigging and Component Handling Safety	16.5	lab	Students plan and execute a simulated in-nacelle lift using a chain hoist and approved rigging hardware, completing a pre-use rigging inspection and load calculation within instructor-verified limits.	Using a component-weight data card and rigging load-angle chart, students calculate the working load on each sling leg for a two-leg bridle lift at 60° and 45° sling angles, confirming each calculated load does not exceed the sling's rated capacity. Students perform a hands-on pre-use inspection of a chain hoist, web slings, and shackles against a ASME B30-series inspection checklist, tagging any item with a deliberately introduced defect as 'remove from service.' In teams of two, students rig and lift a weighted load (simulating a gearbox cover) on the rigging trainer to a specified height, using hand signals and verbal communication protocols, then lower and unrig safely while instructor observes.	Chain hoist (rated for training load), web slings (various ratings), shackles, rigging load-angle chart, component-weight data cards, ASME B30-series inspection checklist, weighted training load prop, hard hat, gloves, safety glasses	Load calculation scored for correct math and correct pass/fail determination (100% correct on safety-critical math required); rigging inspection performance checklist—deliberately defective item must be correctly identified; lift performed with zero dropped-object events.
12	Integrated Mechanical Maintenance Practical: Drivetrain Inspection and Documentation	34.5	practice	Students independently plan, safely isolate, inspect, service, and document a multi-system mechanical maintenance task on the drivetrain lab trainer, producing a complete work package.	Each student writes a pre-task LOTO procedure covering main shaft, pitch hydraulics, and mechanical brake, then executes the isolation on the lab trainer with instructor observing—instructor verifies each lockout point before the student may proceed. Working from an assigned mock OEM work order, the student performs a sequence of maintenance tasks over multiple sessions: main-bearing visual inspection and grease application, gearbox oil-level check and filter inspection, brake-pad measurement, and pitch-bearing grease log entry—recording all measurements and findings on official maintenance forms. Student produces a complete work package including: completed LOTO procedure, all inspection and lubrication forms, a photograph log of at least six key conditions or task steps, and a typed one-page maintenance summary with findings and recommended follow-up actions.	Drivetrain lab trainer, all inspection/service tools from prior labs, LOTO tags and locks, grease gun, oil-level dipstick or sight glass, maintenance form set, camera or phone, word processor or pen and lined paper	Work package evaluated against a multi-criteria rubric: LOTO procedure complete and correctly executed (pass/fail gate), all measurement values recorded with units, photograph log complete, maintenance summary clearly written—overall rubric score of 80% required to pass; any LOTO omission results in automatic incomplete.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Turbine Mechanics Written Examination	Written exam	25%	75% correct (38 of 50 questions)	A 50-question multiple-choice and short-answer exam covering mechanical component identification, gear-ratio calculation, torque theory, lubrication principles, brake system operation, pitch and yaw system function, and LOTO requirements for mechanical systems. Questions are aligned to NCCER Wind Turbine Tech module objectives and GWO Basic Safety Training knowledge areas. Standard met · Safety · Time · Quality/finish · Documentation
Torque and Inspection Skills Demonstration	Skills demonstration	45%	All critical safety steps completed correctly; minimum 80% on performance checklist	The student is observed performing a full bolt-torque sequence on a flanged joint using a click-type torque wrench (target value and sequence provided) and a hands-on inspection of the main-bearing housing on the lab trainer, recording findings on the standard form. Any skipped LOTO step, wrong torque direction, or missed safety hazard results in automatic failure and one re-take opportunity. Standard met · Safety · Time · Quality/finish · Documentation
Maintenance Lab Log Portfolio	Log	15%	All 12 lesson lab logs/forms submitted; average rubric score of 80% across all submissions	Students maintain a portfolio of every maintenance form, inspection checklist, lubrication log, work order, and load-calculation worksheet completed during the course. The portfolio is reviewed for completeness, accuracy of recorded values, correct units, and professional documentation quality consistent with employer expectations. Standard met · Safety · Time · Quality/finish · Documentation
Mechanical Safety Compliance Verification	Safety audit	15%	Pass/fail — zero tolerance for critical safety violations; all items on the safety checklist must be marked satisfactory	Instructor observes and evaluates each student's safety practices across at least three separate lab sessions during the course using a standardized safety observation checklist covering: correct PPE worn at all times in the lab, LOTO procedures followed before any mechanical contact, proper dropped-object prevention practices (tools tethered or secured), and correct manual-handling and rigging techniques. Any unresolved critical safety violation stops the student's participation until remediation is complete. Standard met · Safety · Time · Quality/finish · Documentation

BLD-WIND70-03 Trade course

Hydraulics for Wind Turbine Technicians

205 hr · ~~$3,680~~ COMPLIMENTARY

This course covers the hydraulic systems found on utility-scale wind turbines, including pitch and yaw control circuits, brake systems, and cooling loops. Students learn to read hydraulic schematics, perform fluid analysis, diagnose faults, and replace components safely using lockout/tagout and proper PPE. Lessons are mapped to NCCER Wind Turbine Tech module competencies and reinforce OSHA 10 hazard-recognition principles throughout.

Outcomes

Read and interpret hydraulic schematics and component symbols to ISO 1219 conventions without reference aids.
Apply lockout/tagout and hydraulic-energy-isolation procedures before any component removal or adjustment, achieving zero recorded safety violations across all lab work.
Calculate system pressure, flow rate, force, and power using standard hydraulic formulas and select fittings, hoses, and seals within manufacturer-specified tolerances.
Perform scheduled preventive maintenance on a turbine hydraulic power unit, including fluid sampling, filter replacement, and accumulator pre-charge verification, meeting documented service intervals.
Diagnose at least four common hydraulic faults — including external leaks, accumulator failure, pump wear, and valve malfunction — using pressure gauges, flow meters, and visual inspection, and propose corrective actions supported by a written work order.
Demonstrate safe hydraulic hose fabrication, system bleed, and pressure-test procedures, achieving a leak-free assembly at rated working pressure on the first attempt.

Course text

How the course runs. 12 blocks: Hydraulic Principles and Pascal's Law; Hydraulic Fluids: Properties, Selection, and Handling; Hydraulic System Components: Pumps, Motors, and Cylinders; Directional, Pressure, and Flow Control Valves; Hydraulic Schematics and Technical Reading; Lockout/Tagout and Hydraulic Energy Isolation; Hose, Tubing, and Fitting Selection and Fabrication; Hydraulic Power Units and Accumulator Systems; Pitch and Yaw Hydraulic Circuit Operation; Hydraulic Brake Systems; Hydraulic System Troubleshooting and Diagnostics; Preventive Maintenance Planning and Hydraulic System Certification Review.

What competent looks like. Read and interpret hydraulic schematics and component symbols to ISO 1219 conventions without reference aids. Apply lockout/tagout and hydraulic-energy-isolation procedures before any component removal or adjustment, achieving zero recorded safety violations across all lab work. Calculate system pressure, flow rate, force, and power using standard hydraulic formulas and select fittings, hoses, and seals within manufacturer-specified tolerances. Perform scheduled preventive maintenance on a turbine hydraulic power unit, including fluid sampling, filter replacement, and accumulator pre-charge verification, meeting documented service intervals. Diagnose at least four common hydraulic faults — including external leaks, accumulator failure, pump wear, and valve malfunction — using pressure gauges, flow meters, and visual inspection, and propose corrective actions supported by a written work order. Demonstrate safe hydraulic hose fabrication, system bleed, and pressure-test procedures, achieving a leak-free assembly at rated working pressure on the first attempt.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Hydraulic Principles and Pascal's Law	14	theory	Students will apply Pascal's Law and the fundamental relationships among pressure, force, and area to solve at least five wind-turbine hydraulic scenarios with 80% accuracy.	Work through a guided problem set calculating cylinder extension force, system pressure, and rod-side versus cap-side area ratios using values drawn from a commercial pitch-cylinder datasheet. Match ten unlabeled hydraulic schematic symbols to their ISO 1219 names on a timed worksheet, then discuss where each component appears in a pitch or yaw circuit. Review a manufacturer's torque-pitch hydraulic schematic as a class, identify the pressure-relief setting, and calculate the maximum force the system can deliver to the blade bearing.	Whiteboard, scientific calculators, ISO 1219 symbol chart, sample OEM pitch-circuit schematic, NCCER Wind Energy module student workbook	Graded problem set: students must score 80% or higher; instructor reviews each incorrect item before the next lesson.
2	Hydraulic Fluids: Properties, Selection, and Handling	12	theory	Students will select the correct hydraulic fluid grade for a given turbine operating temperature range, explain contamination risks, and describe safe handling and disposal procedures in compliance with SDS requirements.	Compare viscosity-temperature curves for ISO VG 46 and ISO VG 68 mineral oils and a biodegradable ester fluid; identify which each turbine OEM specification calls for using three sample spec sheets. Conduct a tabletop SDS exercise: locate flash point, PPE requirements, and spill-response instructions for two turbine hydraulic fluids, then complete a mock spill-report form. Inspect and classify five fluid samples of varying cleanliness under a lighted magnifier; use a contamination reference card to assign an ISO cleanliness-level estimate and recommend accept or replace.	Viscosity-temperature charts, ISO 4406 contamination reference card, SDS documents, fluid sample vials, lighted magnifier, nitrile gloves, safety glasses, NCCER workbook	Short written quiz (10 questions) on fluid selection and SDS data: 80% pass mark; safe handling demonstrated without prompting during sample handling.
3	Hydraulic System Components: Pumps, Motors, and Cylinders	16	demo	Students will identify and state the function of gear pumps, piston pumps, hydraulic motors, and linear cylinders as used in wind-turbine pitch, yaw, and brake circuits, and describe wear indicators for each.	Instructor disassembles a gear pump and a bent-axis piston pump on the demo bench; students label a cut-away diagram and record the sealing surfaces most prone to wear. Students rotate through three static display stations — one cylinder, one hydraulic motor, one pump — and complete an identification card listing port type, displacement range, and typical turbine application for each. Watch a manufacturer service video on piston-pump inspection, then complete a written fault-symptom matching exercise correlating five symptoms (noisy pump, low flow, excessive heat, case drain flow, shaft seal leak) to probable causes.	Disassembled gear pump, disassembled piston pump, hydraulic cylinder display, hydraulic motor display, manufacturer service video, labeled diagram worksheets, NCCER workbook	Component identification card graded against answer key: 80% accuracy; instructor spot-checks oral explanations from two randomly selected students.
4	Directional, Pressure, and Flow Control Valves	16	demo	Students will explain the operation of directional control valves, pressure-relief valves, pressure-reducing valves, check valves, and flow-control valves, and trace fluid paths through a valve block using a schematic.	Instructor energizes a 4/3 directional control valve on the transparent-panel trainer; students sketch the internal spool positions and label flow paths for extend, retract, and neutral conditions. Students disassemble a pressure-relief valve, measure spring free length, reassemble, and set the cracking pressure to a specified value on the bench trainer using a calibrated gauge. Using a printed valve-block schematic, students use colored pencils to trace the pitch-hold, pitch-drive, and emergency-feather flow paths, then present their trace to a partner for peer review.	Transparent-panel valve trainer, 4/3 directional control valve, pressure-relief valve for disassembly, calibrated pressure gauge, colored pencils, valve-block schematic, NCCER workbook	Practical valve-tracing exercise scored on a 10-point rubric: 8/10 minimum; pressure-relief setting verified within ±5% of target.
5	Hydraulic Schematics and Technical Reading	14	theory	Students will correctly interpret a multi-page hydraulic schematic for a utility-scale turbine pitch system, identifying every major component, flow path, and safety interlock without instructor assistance.	Complete a progressive schematic-reading exercise: start with a simple two-valve circuit, then add components one page at a time until a full pitch-and-brake circuit is assembled; annotate each added component. Given a set of ten deliberately introduced schematic errors (wrong symbol, missing check valve, incorrect line type), students identify and correct all errors in a timed 20-minute exercise. Draft a simple hydraulic circuit diagram from a verbal description of a blade-feathering sequence using correct ISO 1219 symbols, then compare drafts with a partner and reconcile differences.	Multi-page OEM-style hydraulic schematic packet, ISO 1219 symbol reference, engineering pencils, straightedge, error-marked schematic exercise sheets, NCCER workbook	Schematic interpretation quiz: correctly identify 16 of 20 components and flow paths (80%); schematic-error exercise: find 8 of 10 errors.
6	Lockout/Tagout and Hydraulic Energy Isolation	18	practice	Students will demonstrate a complete lockout/tagout procedure for hydraulic energy isolation on the lab power unit, including stored-energy bleed-down, in correct sequence with zero procedural errors.	Review an OSHA 29 CFR 1910.147-compliant written energy-control procedure for the lab hydraulic power unit; students annotate each step and identify which hazardous energy sources are controlled. Practice the full LOTO sequence on the de-energized lab power unit five times in pairs, alternating roles of authorized employee and affected employee, with an instructor checklist as the verification tool. Simulate an incomplete LOTO scenario where a stored-pressure accumulator has not been bled; students identify the residual hazard, complete the corrective bleed-down steps, and record findings on a written near-miss report form.	Lab hydraulic power unit, lockout hasps, padlocks, danger tags, calibrated pressure gauge, bleed-down valve, OSHA 29 CFR 1910.147 reference, energy-control procedure card, NCCER workbook	Instructor LOTO checklist: all steps performed in correct sequence with zero omissions on a live evaluation attempt; any procedural error requires immediate re-practice and re-evaluation before proceeding.
7	Hose, Tubing, and Fitting Selection and Fabrication	18	lab	Students will fabricate two hydraulic hose assemblies to specified length, end-fitting type, and pressure rating, achieving a leak-free assembly verified at rated working pressure.	Using a hose manufacturer's catalog, select the correct hose I.D., working pressure rating, and fitting dash size for three application scenarios drawn from wind-turbine service bulletins; record selections on a parts worksheet. Fabricate a hydraulic hose assembly using a bench-mounted crimping machine: cut hose to length, insert fitting, crimp to manufacturer specification, and verify crimp diameter with a crimp-gauge tool. Pressure-test completed assemblies at rated working pressure using the lab test stand; visually inspect all joints for leaks, record results on a test log, and tag and set aside any assembly that weeps for re-fabrication.	Hydraulic hose stock (multiple I.D. sizes), NPT and JIC fittings assortment, bench crimping machine, crimp-diameter gauge, hose-cutting saw, hydraulic test stand, pressure gauge, thread-seal tape, hose-manufacturer catalog, safety glasses, nitrile gloves, NCCER workbook	Both completed assemblies must pass a leak-free pressure test at rated working pressure; instructor confirms crimp diameter is within manufacturer tolerance; lab log entry completed with all measurements recorded.
8	Hydraulic Power Units and Accumulator Systems	18	lab	Students will service a hydraulic power unit — including fluid level check, filter change, and accumulator nitrogen pre-charge verification — following a manufacturer-style maintenance checklist within a two-hour time limit.	Complete a pre-maintenance inspection of the lab power unit: check fluid level, note reservoir condition, inspect external surfaces for leaks, and record findings on a maintenance checklist; identify any discrepancies from acceptable condition. Replace the return-line filter element following the OEM procedure: isolate the circuit, relieve pressure, drain the filter housing, install a new element with fresh O-rings, refill, and cycle the system while monitoring for leaks. Measure and record the accumulator gas pre-charge pressure using a Schrader-valve charging tool; if the reading falls outside the specified range, charge or bleed nitrogen to bring it within specification and re-verify.	Lab hydraulic power unit with accumulator, filter-change kit with O-rings, accumulator nitrogen charging tool, nitrogen bottle with regulator, calibrated pressure gauge, fluid sampling syringe, drain pan, absorbent pads, gloves, safety glasses, OEM maintenance checklist, NCCER workbook	Completed maintenance checklist signed by instructor; accumulator pre-charge pressure recorded within ±10% of specified value; no post-service leaks observed during a 5-minute run cycle.
9	Pitch and Yaw Hydraulic Circuit Operation	18	lab	Students will trace, explain, and operate the pitch and yaw hydraulic circuits on the training turbine simulator, correctly identifying each operating mode and its associated valve states.	Using the training simulator schematic, students annotate a blank circuit diagram with valve states (open, closed, energized, de-energized) for three operating conditions: pitch-drive, pitch-hold, and emergency-feather; instructor verifies before hands-on operation. Operate the simulator in each of the three pitch modes while monitoring system pressure, cylinder extension rate, and accumulator pressure; record all readings on a data sheet and compare to specified normal ranges. Induce a simulated yaw-brake fault (instructor removes a connector) and, using a fault-isolation chart, perform a logical diagnostic sequence: check power, check solenoid, check manual override, measure pressure at test ports; document findings in a work-order format.	Hydraulic training simulator (pitch/yaw/brake circuits), multi-meter, calibrated pressure gauges, test-port fittings, fault-isolation chart, annotated schematic packet, work-order forms, NCCER workbook	Annotated schematic graded: 80% of valve states correct before hands-on access; data sheet reviewed by instructor for values within ±10% of specified normal ranges; fault correctly identified and documented on work order.
10	Hydraulic Brake Systems	16	lab	Students will inspect, adjust, and functionally test a hydraulic disc-brake assembly on the lab trainer, verifying brake-release pressure, pad clearance, and fail-safe spring engagement within manufacturer specifications.	Remove and inspect a hydraulic brake caliper: measure pad thickness with a feeler gauge, inspect piston seals for extrusion, and assess rotor surface; record measurements on an inspection form and compare to wear limits. Reinstall the caliper, bleed air from the brake circuit following the OEM procedure, then apply pressure in increments to verify the brake releases at the specified minimum pressure as read on a calibrated gauge. Simulate a fail-safe test by rapidly venting system pressure through a manual dump valve; confirm that the spring applies the brake within the specified time limit and that the rotor stops rotating on the low-inertia simulator shaft.	Lab hydraulic brake trainer, hydraulic caliper with replaceable pads, feeler gauge set, calibrated pressure gauge, bleed kit, OEM brake specification sheet, stopwatch, inspection form, safety glasses, gloves, NCCER workbook	Inspection form completed with all measurements within acceptable ranges or discrepancies noted and disposition decided; brake release pressure verified within specified band; fail-safe engagement observed and recorded by instructor.
11	Hydraulic System Troubleshooting and Diagnostics	22	practice	Students will diagnose at least four instructor-seeded hydraulic faults on the lab simulator using a systematic diagnostic procedure, documenting each fault, its root cause, and corrective action on a work order.	Using a six-step fault-isolation process (define symptom, identify affected circuit, test upstream/downstream, isolate component, confirm repair, return to service), work through two instructor-demonstrated faults as a class before independent practice. In pairs, rotate through four fault stations — clogged filter, failed accumulator bladder, worn pump (simulated by a restrictor), and stuck directional valve — diagnosing each within a 25-minute window using gauges, flow meters, and visual inspection. Write a complete work order for each diagnosed fault: symptom, test data collected, root cause, corrective action taken, parts required, and estimated labor time; submit all four work orders for instructor review.	Hydraulic lab simulator with fault-insertion capability, calibrated pressure gauges, portable flow meter, multi-meter, fault-isolation worksheet, blank work-order forms, technical service manual excerpts, NCCER workbook	All four faults correctly identified with documented root cause on work orders; diagnostic procedure followed in correct sequence (verified by instructor observation checklist); work orders scored at 80% or higher on a 20-point rubric.
12	Preventive Maintenance Planning and Hydraulic System Certification Review	23	practice	Students will develop a complete preventive-maintenance schedule for a turbine hydraulic system and complete a capstone practical review demonstrating all course competencies at passing standard.	Using an OEM maintenance manual, students build a one-year PM schedule for a pitch hydraulic system: list every task, its interval (daily, monthly, quarterly, annual), tools required, and safety precautions; present the schedule to the class for peer critique. Complete a timed integrated practical: apply LOTO, service the power unit, fabricate a replacement hose, set accumulator pre-charge, and document all work on a maintenance log — all within a two-hour window — as a rehearsal for the skills demonstration assessment. Review all course competencies mapped to NCCER Wind Turbine Tech hydraulic module objectives; complete a practice exam of 30 questions drawn from previous lesson checks; score and discuss every item as a class.	OEM hydraulic maintenance manual, PM schedule template, lab hydraulic power unit, hose fabrication bench, crimping machine, accumulator charging tool, LOTO kit, maintenance log forms, 30-question practice exam, NCCER workbook	PM schedule reviewed by instructor: all major tasks present, intervals correct, safety steps included; integrated practical completed within time limit with no LOTO violations and maintenance log fully completed; practice exam score recorded for gap analysis.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Hydraulics Knowledge Exam	Written exam	25%	80% (40 of 50 questions correct)	A 50-question closed-book written exam covering Pascal's Law calculations, fluid properties and selection, component identification and function, schematic reading, valve operation, and LOTO requirements as mapped to NCCER Wind Turbine Tech hydraulic module objectives. Questions are drawn from lesson checks and the NCCER module item bank; students have 90 minutes to complete the exam. Standard met · Safety · Time · Quality/finish · Documentation
Integrated Hydraulic Skills Demonstration	Skills demonstration	45%	Pass all nine critical steps on the instructor checklist; any LOTO or pressure-test failure is an automatic re-attempt	Working individually within a two-hour window, each student performs a complete service sequence on the lab power unit: applies and removes LOTO per the written energy-control procedure, replaces a filter and O-ring, verifies and adjusts accumulator pre-charge, fabricates and installs a replacement hose, bleeds the system, and conducts a leak-free pressure test at rated working pressure. The instructor uses a 9-item binary checklist; all items must be marked correct for a pass. Standard met · Safety · Time · Quality/finish · Documentation
Hydraulics Lab Log	Log	15%	All 12 lesson lab entries submitted; average rubric score of 80% or higher across all entries; no entry may score below 60%	Students maintain a bound lab log throughout the course, recording data, measurements, schematic annotations, work orders, and observations for every lab and practice lesson. Each entry is scored on a 10-point rubric assessing completeness, accuracy of recorded values, use of correct units, legibility, and inclusion of required safety notes. The complete log is submitted at the end of the course as a professional documentation artifact aligned with NCCER craft documentation standards. Standard met · Safety · Time · Quality/finish · Documentation
Hydraulic Safety Compliance Check	Safety audit	15%	Zero critical violations across all observed lab sessions; any critical violation triggers immediate remediation and a re-observed session before the student may continue	Throughout the course, the instructor uses a running safety observation log to record each student's adherence to LOTO procedures, correct PPE use, hydraulic-fluid handling and spill response, and safe use of pressurized equipment. Critical violations — defined as any action that could cause immediate injury or uncontrolled energy release — are documented and require corrective action. The final safety-check score is a pass/fail determination based on the complete observation record, and a pass is required to receive a course grade regardless of other assessment scores, consistent with OSHA 10 principles and GWO safety training standards. Standard met · Safety · Time · Quality/finish · Documentation

BLD-WIND70-04 Trade course

Electrical & Controls for Wind Turbine Technicians

204 hr · ~~$3,660~~ COMPLIMENTARY

This 204-hour course builds the electrical theory, wiring skills, and control-system knowledge a wind turbine technician needs to safely install, troubleshoot, and maintain the electrical systems of a utility-scale turbine. Students work from fundamental DC and AC circuit concepts through three-phase power, generator wiring, SCADA interfaces, and programmable logic controller (PLC) basics, applying OSHA lockout/tagout and NFPA 70E arc-flash requirements throughout. Lessons are mapped to NCCER Wind Turbine Technician electrical competencies and reinforce the OSHA 10 hazard-recognition and control framework.

Outcomes

Apply OSHA lockout/tagout procedures and NFPA 70E arc-flash boundary rules before performing any electrical work on a wind turbine system.
Interpret single-line diagrams, wiring schematics, and control-panel drawings using industry-standard symbols to trace circuits and identify components.
Measure voltage, current, resistance, and power factor in AC and DC circuits using digital multimeters and clamp-on ammeters, recording results within ±5 % of expected values.
Perform safe continuity tests, insulation-resistance (megger) tests, and ground-fault checks on turbine nacelle and tower wiring according to manufacturer service manuals.
Diagnose common faults in turbine control panels, pitch-drive circuits, and yaw-drive circuits using fault codes, SCADA data, and systematic troubleshooting procedures.
Document electrical inspections, test results, and corrective actions on standard work-order forms meeting NCCER quality and completeness standards.

Course text

How the course runs. 12 blocks: Electrical Safety: OSHA Lockout/Tagout, Arc Flash, and PPE Selection; DC Circuit Fundamentals: Ohm's Law, Series and Parallel Circuits; AC Circuit Fundamentals: Sine Waves, Frequency, and Single-Phase Power; Three-Phase Power Systems: Wye and Delta Configurations; Electrical Tools and Test Equipment: DMM, Clamp Meter, and Megger; Reading Electrical Schematics and Wiring Diagrams; Turbine Generator Electrical Systems: Stator, Rotor, and Power Conversion; Control Panel Layout, Terminal Blocks, and Control Wiring; Variable Frequency Drives and Soft Starters in Turbine Systems; SCADA, PLC Basics, and Turbine Control Logic; Troubleshooting Electrical Faults: Systematic Diagnosis in Turbine Systems; Electrical Documentation, Work Orders, and Quality Compliance.

What competent looks like. Apply OSHA lockout/tagout procedures and NFPA 70E arc-flash boundary rules before performing any electrical work on a wind turbine system. Interpret single-line diagrams, wiring schematics, and control-panel drawings using industry-standard symbols to trace circuits and identify components. Measure voltage, current, resistance, and power factor in AC and DC circuits using digital multimeters and clamp-on ammeters, recording results within ±5 % of expected values. Perform safe continuity tests, insulation-resistance (megger) tests, and ground-fault checks on turbine nacelle and tower wiring according to manufacturer service manuals. Diagnose common faults in turbine control panels, pitch-drive circuits, and yaw-drive circuits using fault codes, SCADA data, and systematic troubleshooting procedures. Document electrical inspections, test results, and corrective actions on standard work-order forms meeting NCCER quality and completeness standards.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Electrical Safety: OSHA Lockout/Tagout, Arc Flash, and PPE Selection	18	theory	Students will correctly identify electrical hazard categories, select appropriate PPE, and write a complete lockout/tagout procedure for a simulated turbine energy-isolation scenario.	Lecture and group discussion on OSHA lockout/tagout requirements, NFPA 70E hazard-risk categories, and arc-flash boundary concepts, using illustrated turbine electrical diagrams as case studies. Students examine a set of PPE samples (insulating gloves rated by voltage class, arc-rated face shields, flame-resistant clothing) and match each item to a specific turbine task from a task list, justifying each choice in writing. In pairs, students draft a written LOTO procedure for de-energizing a simulated 480 V turbine control panel, then peer-review each other's procedure against a provided OSHA-aligned checklist before instructor sign-off.	OSHA 29 CFR 1910.147 reference card, NFPA 70E standard excerpt, PPE sample kit (Class 00 and Class 0 insulating gloves, arc-rated face shield, FR coverall), turbine electrical schematics, LOTO procedure blank forms, lockout hasps and tags	Completed LOTO procedure scored against a 15-point rubric; 80% or higher required. All nine steps of OSHA LOTO sequence must appear in correct order for pass.
2	DC Circuit Fundamentals: Ohm's Law, Series and Parallel Circuits	14	lab	Students will calculate and then measure voltage, current, and resistance in series, parallel, and series-parallel DC circuits, achieving measured values within ±5 % of calculated values.	Instructor demonstrates use of a digital multimeter (DMM) for voltage, current, and resistance measurement on a powered DC breadboard circuit, narrating each step and safety check aloud. Students build three progressively complex DC circuits on breadboards (series, parallel, and series-parallel) and record calculated and measured values for each node in a structured data table. Students compare calculated versus measured values, compute percent error, and write a short paragraph explaining any discrepancy greater than 5 %, proposing at least one possible cause.	Digital multimeters (one per student pair), DC power supplies (0–30 V, current-limited), breadboards, resistor assortments, banana-plug leads, Ohm's law reference card, lab worksheet	Completed data table with all required measurements; at least 90 % of measured values within ±5 % of calculated. Written discrepancy analysis present. Instructor initials worksheet at bench.
3	AC Circuit Fundamentals: Sine Waves, Frequency, and Single-Phase Power	16	theory	Students will describe the characteristics of an AC sine wave and calculate RMS voltage, peak voltage, period, and frequency given typical turbine electrical system values.	Instructor-led presentation using an oscilloscope display projected for the class, showing a 60 Hz sine wave and labeling peak, peak-to-peak, RMS, period, and frequency while students annotate their own diagrams. Students complete a set of 20 calculation problems covering conversions between peak and RMS voltage, frequency, and period using values drawn from turbine service documentation (e.g., 480 V AC generator output). Small groups review a turbine single-line diagram and identify every component labeled with an AC voltage rating, listing each component's rated voltage and the circuit it belongs to, presenting findings to the class.	Oscilloscope (instructor demo unit), function generator, projected waveform display, wind turbine single-line diagram set, AC calculation worksheet, scientific calculators	20-problem calculation worksheet scored; 80 % correct required. Component identification list reviewed by instructor; all major AC components correctly identified for pass.
4	Three-Phase Power Systems: Wye and Delta Configurations	18	demo	Students will distinguish between wye and delta wiring configurations, calculate line and phase voltages and currents for a balanced three-phase load, and trace each configuration on a turbine generator wiring diagram.	Instructor uses a three-phase demonstration board with illuminated phase indicators to show voltage relationships in wye and delta configurations while students sketch both configurations with voltage labels. Students work through a guided worksheet calculating line voltage, phase voltage, line current, and phase current for three balanced three-phase scenarios representative of turbine generator and transformer ratings. Using full-size turbine generator and step-up transformer wiring diagrams, students trace the wye-connected stator windings and delta-connected transformer primary, annotating each connection point with calculated voltages.	Three-phase demonstration training board, turbine generator wiring diagrams, step-up transformer schematic, three-phase calculation worksheet, colored pencils for tracing, scientific calculators	Calculation worksheet: 80 % correct required. Annotated wiring diagram reviewed at bench; instructor confirms all connection points correctly labeled before student proceeds.
5	Electrical Tools and Test Equipment: DMM, Clamp Meter, and Megger	16	lab	Students will safely set up and operate a digital multimeter, clamp-on ammeter, and insulation-resistance tester (megger) to obtain accurate, documented electrical readings on designated turbine training assemblies.	Instructor demonstrates proper range selection, lead placement, and reading interpretation for each instrument on a live 120 V training panel and a de-energized motor winding, emphasizing safety checks before contact. Students rotate through three stations — DMM measurements on a 480 V training panel (with LOTO applied), clamp-meter current measurement on a motor feeder, and megger insulation test on a motor winding — recording all readings on a standardized data sheet. Students compare their insulation-resistance readings against a minimum acceptable value from the motor manufacturer's manual, classify the insulation as acceptable or degraded, and explain their reasoning in one paragraph.	Digital multimeters, clamp-on ammeters, insulation-resistance testers (500 V and 1000 V range), 480 V three-phase training panel, training motor, LOTO kit, manufacturer insulation-resistance table, data recording sheets	All three station data sheets complete with correct units and instrument settings noted. Insulation classification correct and supported by written reasoning. Instructor witnesses each megger test; unsafe practices = immediate remediation before continuing.
6	Reading Electrical Schematics and Wiring Diagrams	14	theory	Students will interpret turbine electrical schematics by correctly identifying at least 90 % of standard IEC and NEMA symbols and tracing a specified signal path from source to load through a multi-sheet diagram set.	Instructor presents a symbol-identification reference chart covering contactors, relays, fuses, circuit breakers, motors, sensors, and terminal blocks, using a turbine main-distribution diagram as the live example. Students complete a timed symbol-identification quiz on 30 symbols taken directly from turbine manufacturer wiring diagrams, then self-check against an answer key and review any missed items with the instructor. Given a multi-sheet turbine control-cabinet schematic, students trace the complete circuit path for the main contactor energization sequence — from 24 V DC control supply through the safety relay chain to the coil — and document each sheet reference and terminal number.	IEC/NEMA symbol reference chart, turbine main-distribution and control-cabinet schematic sets (multi-sheet), symbol-identification quiz, highlighters, pencils	Symbol quiz: 90 % correct required. Circuit trace documented with correct sheet references and terminal numbers; instructor validates against answer key.
7	Turbine Generator Electrical Systems: Stator, Rotor, and Power Conversion	18	theory	Students will explain the operating principle of a doubly-fed induction generator (DFIG) or permanent-magnet generator (PMG) commonly used in utility-scale turbines and identify the major electrical components in the generator circuit.	Instructor-led lecture with cutaway diagrams and manufacturer training videos covering how the generator converts mechanical rotation to three-phase AC, the role of the rotor converter and grid-side converter, and why power electronics are used for variable-speed operation. Students read a two-page excerpt from a turbine manufacturer's technical manual describing the generator electrical system, then answer ten comprehension questions covering component function, rated values, and protection devices. Small groups examine a generator circuit diagram and identify the stator terminals, rotor slip rings (DFIG) or rectifier input (PMG), converter modules, and grid connection point, labeling each on a blank version of the diagram.	Turbine manufacturer technical manuals (generator section), generator cutaway diagram, converter circuit diagram, comprehension question worksheet, manufacturer training video	Comprehension questions: 80 % correct. Labeled diagram reviewed by instructor; all six major components correctly identified and labeled for pass.
8	Control Panel Layout, Terminal Blocks, and Control Wiring	18	lab	Students will wire a small control panel sub-assembly — including terminal blocks, a motor starter, and indicator lights — following a provided wiring diagram, then verify correct operation with instructor observation.	Instructor demonstrates professional wiring practices: wire stripping to correct depth, ferrule crimping, terminal-block insertion and torque, wire-number labeling, and routing in cable duct, on a pre-assembled sample panel. Students wire a designated control-panel sub-assembly (24 V DC control circuit with a contactor, overload relay, and two indicator lights) from a wiring diagram, labeling each wire at both ends with adhesive wire markers. After wiring is complete, students apply LOTO, perform a continuity check with a DMM before energizing, then, with instructor present, energize the panel, operate the contactor, and verify indicator light function against the diagram.	Control-panel training frames, terminal blocks, contactors, overload relays, indicator lights, 24 V DC power supply, wire assortment (18 AWG and 14 AWG), wire stripper, ferrule crimper, torque screwdriver, wire markers, DMM, wiring diagrams, LOTO kit	Panel passes continuity check before energizing. All wires numbered at both ends. Contactor and indicator lights operate as diagrammed. Instructor signs off after live verification. Any unintentional short circuit = rework before sign-off.
9	Variable Frequency Drives and Soft Starters in Turbine Systems	14	demo	Students will describe the function of a variable-frequency drive (VFD) in turbine pitch and yaw systems, interpret basic drive fault codes from a drive display, and perform a safe parameter-read procedure on a training VFD.	Instructor demonstration: power up a training VFD connected to a small three-phase motor, navigate the drive menu to display output frequency, voltage, and current, then trigger and display a common fault code (overcurrent) and reset it safely. Students receive a printed fault-code lookup table for a representative training VFD and, given a list of five fault scenarios described in words, identify the corresponding fault code, likely cause, and first corrective action for each. Under instructor supervision, each student navigates the training VFD menu to read and record motor speed, output current, and DC bus voltage, comparing readings to a target range provided in the lab worksheet.	Training VFD (any representative industrial unit suitable for classroom training, 240 V, 1–3 HP), three-phase training motor, VFD fault-code reference manual excerpt, lab worksheet, PPE (safety glasses, insulating gloves rated for voltage present)	Fault-code worksheet: 80 % correct. VFD parameter-read data sheet complete with all three readings in correct units; instructor confirms correct menu navigation was demonstrated.
10	SCADA, PLC Basics, and Turbine Control Logic	18	theory	Students will describe the role of the turbine controller and SCADA system, interpret a basic ladder-logic rung showing a safety chain, and extract fault and production data from a SCADA simulation interface.	Instructor presentation on how supervisory control and data acquisition (SCADA) systems collect sensor data, display turbine status, and generate alarms, using a publicly available turbine SCADA screenshot set or training software. Students examine three printed ladder-logic rungs from a turbine safety-chain sequence and, for each rung, identify the input contact (sensor or switch), output coil (contactor or alarm), and describe in one sentence the condition that energizes the output. Students log in to a turbine SCADA training simulation or recorded scenario and complete a structured worksheet: identify the turbine operating state, locate and record three active alarms, and read current wind speed, power output, and rotor speed from displayed values.	SCADA training simulation software or recorded screen-capture scenario, ladder-logic diagram printouts, turbine controller training manual excerpt, SCADA worksheet	Ladder-logic worksheet: all three rungs correctly interpreted for pass. SCADA worksheet: all required data fields completed accurately from the simulation; instructor validates against answer key.
11	Troubleshooting Electrical Faults: Systematic Diagnosis in Turbine Systems	22	practice	Students will apply a systematic seven-step troubleshooting process to diagnose and document at least four seeded electrical faults in a turbine electrical training rig within a given time limit.	Instructor presents and models the seven-step troubleshooting process (define the problem, collect information, identify possible causes, test most likely cause, repair, verify, document) on a live demonstration fault in the training rig, narrating each decision. Students rotate through four fault stations on the turbine electrical training rig — each with a single seeded fault such as an open fuse, a loose terminal causing high resistance, a miswired control signal, or a failed indicator lamp — diagnosing each fault using DMM, schematic, and the seven-step process, and recording findings on a fault report form. Students present one of their fault diagnoses verbally to the instructor, explaining the evidence gathered, the steps taken, and the corrective action performed, fielding at least two instructor questions about their reasoning.	Turbine electrical training rig with seeded-fault capability, digital multimeters, clamp meters, turbine wiring schematics, fault report forms, LOTO kits, PPE	Four fault reports complete with evidence, steps followed, and corrective action; at least three of four faults correctly diagnosed and documented for pass (75 %). Verbal presentation: instructor confirms logical reasoning demonstrated.
12	Electrical Documentation, Work Orders, and Quality Compliance	18	practice	Students will complete a full set of electrical inspection and test documentation — including a pre-work hazard assessment, test data sheets, and a corrective-action work order — that meets NCCER documentation quality standards.	Instructor reviews NCCER documentation expectations and a completed sample work-order package (hazard assessment, test data sheet, work order, close-out checklist), discussing what makes each section acceptable versus unacceptable. Students perform a simulated electrical inspection of the training control panel, completing a pre-work job hazard analysis, recording insulation-resistance and continuity test results on standardized data sheets, and writing a corrective-action work order for one identified deficiency. Students exchange documentation packages with a partner for peer review using a provided scoring rubric, identify at least two items that need correction, return the package, and revise their own before submitting to the instructor.	NCCER documentation quality rubric, blank job hazard analysis forms, test data recording sheets, corrective-action work-order forms, training control panel, DMM, megger, pen	Complete documentation package (hazard assessment, data sheets, work order) submitted; scored against NCCER rubric — 80 % or higher required. All safety-critical fields (energy source identification, LOTO steps) must be fully completed for pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Electrical Theory Knowledge Exam	Written exam	25%	70 % correct (minimum); all safety questions (LOTO, arc flash, PPE selection) must be answered correctly regardless of overall score	A 60-question multiple-choice and short-answer exam covering DC and AC circuit theory, three-phase power calculations, generator and drive fundamentals, schematic symbols, SCADA/PLC concepts, and OSHA electrical safety requirements, mapped to NCCER Wind Turbine Technician electrical module knowledge points. Standard met · Safety · Time · Quality/finish · Documentation
Electrical Skills Demonstration	Skills demonstration	45%	All six performance steps rated satisfactory by the evaluator; any step scored unsatisfactory may be retried once after remediation; any unsafe act ends the demonstration immediately	Working on the turbine electrical training rig, the student applies LOTO, selects and dons appropriate PPE, performs a megger insulation test and DMM continuity test, diagnoses one seeded fault using a schematic, corrects the fault, and verifies correct circuit operation — all documented on a skills-demonstration checklist aligned to NCCER performance profile standards. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	80 % of labs submitted with complete data, calculations, and written analysis; no lab with a safety-critical step left blank; instructor initials present on all bench verification steps	Students submit the cumulative collection of all lab data sheets, calculation worksheets, fault reports, and written analyses completed during the 204-hour course; the portfolio is reviewed for completeness, accuracy of recorded data, and evidence of the troubleshooting reasoning process, providing documentation equivalent to an NCCER training verification record. Standard met · Safety · Time · Quality/finish · Documentation
Electrical Safety Compliance Check	Safety audit	15%	All 12 safety-compliance items rated 'meets standard'; any item rated 'does not meet standard' requires immediate remediation and a second full check before the student may continue in the program	A direct-observation checklist administered by the instructor during the final lab session verifies that each student consistently applies LOTO, selects correct arc-flash PPE, uses insulated tools appropriately, maintains safe approach distances, and completes a job hazard analysis before beginning work — behaviors required by OSHA 10 competencies and GWO Basic Safety Training electrical-safety expectations. Standard met · Safety · Time · Quality/finish · Documentation

BLD-WIND70-05 Trade course

Tower Climbing & Rescue

204 hr · ~~$3,660~~ COMPLIMENTARY

Students develop the physical skills, equipment knowledge, and emergency-response procedures required to safely climb and descend wind turbine towers, work at height, and perform tower rescue operations. Instruction integrates OSHA fall-protection standards, GWO Working at Heights and First Aid modules, and NCCER Wind Turbine Tech competency areas covering personal protective equipment, fall-arrest systems, and confined-space and rescue protocols. Upon completion, students can lead a pre-climb inspection, ascend and descend a full tower using both ladder and hoist systems, and execute a two-rescuer assisted-descent evacuation.

Outcomes

Inspect, don, and correctly connect a full body harness, self-retracting lifeline, and fall-arrest anchor in compliance with ANSI Z359 and GWO Working at Heights requirements, achieving zero critical errors on a graded equipment check
Perform a pre-climb job hazard analysis and communicate a stop-work decision when identified hazards exceed acceptable risk thresholds
Ascend and descend a turbine tower ladder and personnel hoist, demonstrating continuous three-point contact, proper clipping sequence, and rest-platform procedures within instructor-specified time and technique standards
Conduct a confined-space entry pre-check for turbine tower base sections, including atmospheric testing interpretation and permit documentation
Execute a two-rescuer assisted-descent evacuation of an incapacitated worker from a simulated mid-tower rescue scenario using GWO rescue techniques to a safe handoff point within the time standard set by GWO Basic Safety Training
Document a complete climb package—pre-climb checklist, equipment inspection records, hazard log, and post-climb debrief—that meets employer and GWO audit requirements

Course text

How the course runs. 12 blocks: Fall-Protection Regulations and the Hierarchy of Controls; Personal Protective Equipment Selection and Pre-Use Inspection; Harness Fitting, Donning, and Anchor-Point Assessment; Job Hazard Analysis and Pre-Climb Permit Procedures; Ladder Climbing Fundamentals on a Low Training Structure; Full Tower Ascent, Descent, and Hoist Operation; Suspension Trauma, Physiological Hazards, and Emergency Signaling; Confined Space Awareness for Tower Base Sections; Rescue System Rigging and Lowering Device Operation; Two-Rescuer Tower Rescue Scenario Practice; Full Tower Rescue Field Evolution; Climb Log, Equipment Records, and Post-Climb Debrief Documentation.

What competent looks like. Inspect, don, and correctly connect a full body harness, self-retracting lifeline, and fall-arrest anchor in compliance with ANSI Z359 and GWO Working at Heights requirements, achieving zero critical errors on a graded equipment check. Perform a pre-climb job hazard analysis and communicate a stop-work decision when identified hazards exceed acceptable risk thresholds. Ascend and descend a turbine tower ladder and personnel hoist, demonstrating continuous three-point contact, proper clipping sequence, and rest-platform procedures within instructor-specified time and technique standards. Conduct a confined-space entry pre-check for turbine tower base sections, including atmospheric testing interpretation and permit documentation. Execute a two-rescuer assisted-descent evacuation of an incapacitated worker from a simulated mid-tower rescue scenario using GWO rescue techniques to a safe handoff point within the time standard set by GWO Basic Safety Training. Document a complete climb package—pre-climb checklist, equipment inspection records, hazard log, and post-climb debrief—that meets employer and GWO audit requirements.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Fall-Protection Regulations and the Hierarchy of Controls	14	theory	Students explain the OSHA general industry and construction fall-protection standards applicable to tower climbing, apply the hierarchy of controls to at-height work scenarios, and identify GWO Working at Heights documentation requirements	Instructor-led walkthrough of OSHA fall-protection regulations for general industry and construction, using annotated excerpts and a side-by-side comparison chart showing where each rule applies to turbine tower work Small-group case-study analysis of three real-world wind-industry incident reports (anonymized); each group identifies which control-hierarchy level was absent and proposes a corrective action Individual written scenario exercise: given five climbing-task descriptions, students classify each hazard, select the appropriate control level, and justify the selection in two to three sentences	OSHA fall-protection regulatory text (general industry and construction), GWO BST Working at Heights module participant handbook, incident-report case studies (instructor-prepared, anonymized), hierarchy-of-controls reference poster, whiteboard	Graded scenario exercise: students must correctly classify all five hazards and select an appropriate control for each; pass mark is 80% (4 of 5 correct with written justification accepted by instructor)
2	Personal Protective Equipment Selection and Pre-Use Inspection	16	demo	Students identify every component of a tower-climbing PPE ensemble, state the manufacturer inspection criteria for each item, and demonstrate a pre-use inspection with no safety-critical errors	Instructor demonstrates a complete PPE ensemble unboxing and pre-use inspection (full-body harness, self-retracting lifeline, cow-tail double lanyard, energy absorber, helmet with chin strap, climbing gloves, steel-toed boots, high-visibility vest), narrating each go/no-go check aloud Students rotate through six inspection stations—one PPE item per station—using manufacturer inspection checklists; they tag each item as 'pass,' 'monitor,' or 'remove from service' and record findings on a standardized form Peer-audit drill: students swap completed inspection forms, compare findings, and resolve discrepancies by consulting the manufacturer's user instructions; instructor facilitates debrief on any disagreements	Full-body harnesses (class set), self-retracting lifelines, double cow-tail lanyards with energy absorbers, helmets, climbing gloves, manufacturer inspection checklists, 'remove from service' tags, ANSI Z359 summary reference cards	Instructor observes each student's station inspection in real time using a go/no-go rubric; student must identify every planted defect (at least two per item, instructor-planted before class); pass requires detection of 100% of planted safety-critical defects
3	Harness Fitting, Donning, and Anchor-Point Assessment	18	lab	Students correctly don a full-body harness to manufacturer specifications, connect fall-arrest and restraint equipment to rated anchor points, and verify the complete system is ready for climbing	Instructor demonstrates the full donning sequence—shaking out, leg loops, chest strap, dorsal D-ring positioning, shoulder-strap adjustment, sub-pelvic strap check—then students practice the sequence in pairs, with the partner using a donning checklist to identify any fit errors Students practice connecting cow-tail lanyards and SRLs to a series of anchor points (horizontal lifeline, fixed structural anchor, beam anchor) at a low-level practice frame, verifying gate lock and load-direction alignment each time Timed dress-out drill: students don full PPE ensemble from street clothes, connect to a designated anchor, and have their setup verified by the instructor; the drill is repeated until students meet the time and accuracy standard	Full-body harnesses (class set), cow-tail lanyons, SRLs, horizontal lifeline practice frame, rated beam anchors, donning checklists, stopwatch, ANSI Z359 reference, GWO Working at Heights participant handbook	Instructor uses a standardized 20-point donning and connection rubric; student must score 18 of 20 (90%) with zero critical errors (any error that would allow fall-to-impact is an automatic fail regardless of total score)
4	Job Hazard Analysis and Pre-Climb Permit Procedures	14	theory	Students complete a wind-turbine-specific job hazard analysis form and a pre-climb safety checklist that meets GWO Working at Heights documentation standards and OSHA hazard-communication requirements	Instructor presents the elements of a wind-turbine pre-climb package (weather assessment, equipment log, two-person communication plan, rescue plan confirmation, confined-space pre-check) using a sample completed package from a commercial operator Students work in pairs to complete a JHA form for a simulated maintenance scenario (blade bolt inspection at 60 m), identifying at least six distinct hazards, rating each for likelihood and consequence, and specifying controls Class tabletop exercise: instructor introduces three 'stop-work' trigger conditions mid-scenario (wind speed increase, SRL failure discovered, sudden weather change); students must articulate and document a stop-work decision in writing	GWO Working at Heights participant handbook, sample completed pre-climb package (commercial operator, redacted), JHA blank forms, weather-assessment reference card (wind speed limits for climbing), stop-work authority policy example, pens	Instructor reviews each pair's completed JHA; pass requires identification of at least six distinct hazards with plausible controls and correct stop-work documentation for all three trigger conditions; rubric score of 80% or higher required
5	Ladder Climbing Fundamentals on a Low Training Structure	20	practice	Students demonstrate correct ladder-climbing technique—continuous three-point contact, proper clip sequence on a vertical lifeline rail system, and rest-platform procedure—on a low training tower or indoor climbing structure without coach prompts	Instructor demonstrates the full ascent and descent sequence on the training structure at slow speed, narrating foot placement, hand position, clipping order (clip above before unclip below), and body position relative to the rail; students observe and take notes Students complete three supervised ascent-descent cycles on the low structure with an instructor stationed at the base and a spotter at the first landing; the instructor provides immediate corrective feedback after each pass Students practice the rest-platform procedure (transfer from ladder to platform, secure self to platform anchor, perform simulated equipment check, transfer back to ladder and resume) five times each until the sequence is smooth and automatic	Low training tower or indoor climbing structure (minimum 6 m with ladder and vertical lifeline rail), full PPE ensemble per student, vertical lifeline rail system (compatible with climbing devices), rest-platform with rated anchor points, coaching checklists, GWO Working at Heights participant handbook	Instructor evaluates each student on a 15-point technique rubric during the third unsupported ascent-descent; pass requires 13 of 15 with zero critical errors (unclipped from rail, missed clip, skipped platform transfer); any critical error requires repeat of all three cycles before re-evaluation
6	Full Tower Ascent, Descent, and Hoist Operation	22	field	Students ascend to and descend from the nacelle level of a full-height training tower or industry partner turbine using both the fixed ladder and personnel hoist, following all pre-climb and in-climb protocols without prompting	Pre-climb package completion: each student independently fills out the full pre-climb documentation set (PPE inspection log, JHA, weather check, communication plan), has it reviewed and signed off by the instructor before any climbing begins Supervised full ladder ascent to an intermediate landing (minimum 30 m) and descent, with the instructor observing clip sequence and rest-platform protocol via radio and direct observation; students log time at each landing in their climb log Personnel hoist operation: instructor demonstrates hoist controls, load limits, emergency stop, and communication protocol; students each operate the hoist for one ascent and one descent, including pre-use hoist inspection checklist completion	Full-height training tower or permitted access to an industry partner turbine, full PPE ensembles, vertical lifeline rail climbing devices, personnel hoist (if present at site), pre-climb documentation package, radios, climb logs, GWO Working at Heights participant handbook, instructor observation rubrics	Instructor completes a field observation rubric covering documentation accuracy, PPE use, clipping sequence, hoist operation, and communication; pass requires 85% overall score with zero critical safety errors; students who earn a critical error must repeat the field evolution on a subsequent day
7	Suspension Trauma, Physiological Hazards, and Emergency Signaling	12	theory	Students describe the physiological mechanism of suspension trauma, identify early warning signs in self and a co-worker, and state the emergency communication and self-rescue options available during a tower climb	Instructor-led lesson on suspension trauma: mechanism, time thresholds, orthostatic intolerance, why vertical suspension with straight legs accelerates onset; students complete a guided notes outline and answer comprehension questions Students review and discuss the GWO First Aid module content on management of a suspended worker, including field positioning after rescue and the rationale for not laying the patient flat immediately Role-play exercise in pairs: one student simulates early suspension-trauma symptoms while 'at height' (seated on a chair representing a harness); the partner must identify signs, initiate emergency communication using a script, and state the rescue steps in correct order	GWO BST First Aid module participant handbook, suspension trauma reference card (ANSI/ASSP Z359.4 guidance), emergency communication script template, role-play scenario cards, whiteboard	Written 10-question quiz on suspension trauma signs, time thresholds, positioning rationale, and emergency steps; pass mark 80% (8 of 10 correct)
8	Confined Space Awareness for Tower Base Sections	14	demo	Students complete a permit-required confined-space pre-entry checklist for a turbine tower base, interpret simulated atmospheric monitor readings, and state the conditions under which entry must be halted	Instructor demonstrates the operation and calibration of a multi-gas atmospheric monitor (O2, LEL, CO, H2S), explains alarm set points, bump-test procedure, and record-keeping; students each perform a bump test and record results Using a confined-space permit template (OSHA permit-required confined space format), students complete a simulated pre-entry permit for a tower-base scenario, including atmosphere test results, rescue plan, and authorized entrant and attendant identification Instructor presents four sets of simulated monitor readings on cards; students must classify each as 'safe to enter,' 'ventilate and retest,' or 'do not enter—evacuate' and justify their decision verbally	Multi-gas atmospheric monitor (O2/LEL/CO/H2S), calibration gas cylinders for bump test, OSHA permit-required confined-space permit template, simulated reading cards (instructor-prepared), GWO BST Working at Heights handbook, confined-space entry reference poster	Students must correctly complete the permit template with no missing required fields and correctly classify all four simulated atmosphere scenarios; any incorrect 'safe to enter' decision on a hazardous reading is an automatic fail; overall pass mark 85%
9	Rescue System Rigging and Lowering Device Operation	18	lab	Students rig a rescue lowering system at a designated anchor, operate a descender/lowering device under load, and lower a weighted rescue manikin in a controlled manner at an acceptable descent rate	Instructor demonstrates the components of the tower rescue kit (rescue line, lowering device, rescue pulley, anchor sling, load-releasing hitch or device, trauma strap), names each component, and explains its rated capacity and correct orientation Students rig the lowering system at a low-level rescue anchor (3–5 m practice frame) in pairs: one rigs while the other checks against a rigging checklist; they swap roles and repeat; instructor inspects each completed rig before load is applied Students lower a weighted rescue manikin (minimum 80 kg) to the ground, maintaining a controlled rate; each student completes two lowering evolutions; instructor times the descent and checks for uncontrolled acceleration	Rescue kit (rescue line rated for the application, lowering device, rescue pulley, anchor slings, load-releasing device, trauma straps), weighted rescue manikin (minimum 80 kg), low-level practice frame with rated anchor, rigging checklists, GWO Working at Heights and rescue references, stopwatch	Instructor evaluates each student's rig using a 12-point checklist (correct anchor connection, device orientation, backup present, rigging free of twists); student must score 11 of 12 with zero critical errors; manikin must reach ground without uncontrolled acceleration on the student's lowering evolution
10	Two-Rescuer Tower Rescue Scenario Practice	22	practice	Students execute the complete GWO two-rescuer tower rescue sequence—scene assessment, packaging the casualty, rigging the lowering system, controlled descent, and handoff—within the GWO time standard for the module	Instructor leads a slow walkthrough of the full rescue sequence on the low practice frame, talking through each step, role assignments (rescue lead vs. assistant), communication calls, and decision points before any timed attempt Student pairs practice the rescue sequence repeatedly on the low practice frame with the instructor providing real-time coaching; each pair completes a minimum of three full sequence repetitions before progressing to evaluation Full-speed scenario run: instructor introduces a complication mid-sequence (simulated radio failure, weather-change announcement) that students must manage without stopping the rescue; debrief covers decision quality and time performance	Full tower rescue kit, weighted rescue manikin, low-level practice frame with rated anchor, GWO Working at Heights rescue sequence reference cards, radios (for communication practice), stopwatch, scenario complication cards (instructor-prepared), GWO BST participant handbook	Instructor times each pair's complete rescue evolution and scores against a GWO-aligned sequence checklist; pass requires all mandatory steps completed in correct order within the GWO time standard with zero critical errors (e.g., unanchored rescuer, manikin free-fall, skipped packaging step)
11	Full Tower Rescue Field Evolution	20	field	Students perform a complete two-rescuer tower rescue evolution from an intermediate tower landing on a full-height structure, demonstrating all GWO rescue competencies at height without prompting	Instructor briefs the scenario (worker incapacitated at a designated landing; rescue team must assess, package, rig, lower, and hand off); each student team completes independent pre-rescue documentation (hazard check, rescue plan confirmation, equipment check) before ascending Student teams ascend to the designated landing, locate the manikin, and execute the complete rescue sequence; instructor and a qualified observer monitor from the landing and ground positions; no coaching is provided during the evolution Post-rescue debrief: each team reviews video or observer notes of their evolution, identifies one thing done well and two improvements; instructor provides formal pass/refer decision with written feedback	Full-height training tower or industry partner turbine with intermediate landing access, full PPE ensembles, complete rescue kits, weighted rescue manikin, radios, pre-rescue documentation forms, stopwatch, observer rubrics, GWO BST participant handbook	Instructor and qualified observer independently score the evolution using a GWO-aligned 20-point field rubric; both scorers must agree on pass/refer; pass requires 17 of 20 with zero critical errors; any critical error (rescuer unclipped, manikin dropped, rescue line improperly anchored) requires a full repeat evolution on a subsequent session
12	Climb Log, Equipment Records, and Post-Climb Debrief Documentation	14	practice	Students compile a complete post-climb documentation package—including equipment inspection records, climb log with all entries, incident/near-miss report (if applicable), and post-climb debrief form—that passes a simulated employer audit	Instructor presents a commercial operator's post-climb documentation standard and walks through a sample complete package, identifying every required field and common documentation errors found in audits Students compile their own post-climb documentation package from records generated during Lessons 6 and 10 (field evolutions), completing any missing entries and writing a post-climb debrief narrative of at least one page covering hazards encountered, controls applied, and lessons learned Simulated employer audit: students exchange packages with a peer acting as the auditor; the auditor uses a provided checklist to flag missing or incomplete fields; original author corrects deficiencies and resubmits; instructor performs final audit review	Sample complete post-climb documentation package (redacted commercial example), blank equipment inspection logs, climb log forms, incident/near-miss report template, post-climb debrief form, employer audit checklist, pens, student-generated records from Lessons 6 and 10	Instructor final audit: package must have zero missing required fields and a debrief narrative that correctly identifies at least two hazards and corresponding controls; any missing safety-critical record (PPE inspection log, rescue plan confirmation) requires resubmission; pass requires full package accepted on first or corrected resubmission within the class session

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Tower Climbing & Rescue Written Knowledge Exam	Written exam	25%	75% or higher (scored by instructor using an answer key; any question concerning critical safety procedures must be answered correctly regardless of total score)	A 60-question multiple-choice and short-answer exam covering fall-protection regulations, PPE inspection criteria, harness fit and connection standards, JHA requirements, suspension trauma physiology, confined-space pre-entry procedures, and GWO rescue sequence steps; mapped to GWO Working at Heights module knowledge objectives and NCCER Wind Turbine Tech core safety knowledge areas Standard met · Safety · Time · Quality/finish · Documentation
Full Tower Rescue Skills Demonstration	Skills demonstration	45%	Student must score 85% or higher on the field rubric AND zero critical errors; any critical error (unclipped rescuer, uncontrolled manikin descent, improperly anchored rescue line) results in an automatic fail and requires a scheduled re-demonstration	Students perform the complete GWO two-rescuer tower rescue sequence from an intermediate landing on a full-height training tower or industry partner turbine, assessed by the instructor and a qualified observer using a GWO-aligned 20-point field rubric; this assessment draws on skills developed across Lessons 5, 6, 9, 10, and 11 and directly maps to GWO Basic Safety Training Working at Heights rescue competencies Standard met · Safety · Time · Quality/finish · Documentation
Climb and Rescue Lab Log Portfolio	Log	15%	All 12 lesson records must be present; equipment inspection records must have zero blank required fields; debrief narratives must identify at least two hazards and controls per entry; incomplete or unsigned records require correction before the portfolio is accepted	A cumulative portfolio of all documentation generated during the course—PPE inspection logs, JHA forms, pre-climb packages, atmospheric monitor records, confined-space permits, rigging checklists, climb logs, and post-climb debrief forms—compiled and organized by the student to demonstrate the recordkeeping competency required by GWO and NCCER credentialing standards Standard met · Safety · Time · Quality/finish · Documentation
Pre-Climb Safety Check (Go/No-Go Practical)	Safety audit	15%	Student must correctly identify all instructor-planted defects in the PPE and pre-climb package, achieve a zero-error harness don and anchor connection, and make the correct go/no-go decision on the simulated weather and equipment scenario; a single missed safety-critical defect or incorrect go decision is an automatic fail with one re-attempt permitted	A timed, unannounced practical check in which the instructor presents a student with a pre-rigged PPE set containing at least three planted defects (one harness, one SRL, one anchor) and a pre-climb package with a simulated out-of-limits weather reading; the student must inspect all equipment, don the harness correctly, and make and document a stop-work decision, replicating the real-world gate that prevents a climb from proceeding when conditions are unsafe Standard met · Safety · Time · Quality/finish · Documentation

BLD-WIND70-06 Trade course

Blade and Nacelle Composites Repair

204 hr · ~~$3,660~~ COMPLIMENTARY

Students learn to inspect, diagnose, and repair glass-fiber and carbon-fiber reinforced polymer structures found on wind turbine blades and nacelle covers, using wet layup, infusion, and bonding techniques performed at height and on the ground. The course covers surface preparation, laminate schedules, cure monitoring, and quality documentation in accordance with manufacturer repair manuals and industry best practice. Safety throughout centers on chemical hazard control (SDS review, respirator selection and fit-check, skin/eye protection) and lockout/tagout procedures specific to composite repair operations.

Outcomes

Identify common blade and nacelle composite defects—delamination, leading-edge erosion, cracks, porosity, and bondline failure—using visual, tap-test, and borescope inspection methods and record findings on a standardized damage-assessment form.
Select and mix thermoset resin systems (epoxy and polyester) at correct mix ratios, verify pot life under ambient conditions, and demonstrate safe handling in compliance with SDS requirements including proper PPE and ventilation controls.
Execute wet-layup and cosmetic fill repairs to manufacturer-specified ply schedules on flat and curved composite panels, achieving void-free laminate verified by tap-test and meeting a surface-profile tolerance of ±1 mm.
Apply leading-edge protection coatings and erosion-shield tapes following surface-prep and cure schedules, and inspect the finished repair using a pull-off adhesion test or equivalent field method.
Complete all repair documentation—damage log, repair card, material traceability record, and quality sign-off—using both paper forms and a tablet-based work-order system consistent with wind-farm maintenance management practice.
Demonstrate compliant chemical lockout/tagout isolation, confined-space awareness for nacelle interiors, and respiratory protection procedures before and during every composites repair task.

Course text

How the course runs. 12 blocks: Composite Materials Fundamentals and Blade Anatomy; Chemical Safety: SDS, PPE Selection, and Ventilation; Lockout/Tagout and Electrical Isolation for Blade and Nacelle Work; Damage Inspection Methods and Damage Classification; Resin Systems: Mixing, Pot Life, and Cure Monitoring; Surface Preparation: Grinding, Scarfing, and Solvent Wipe; Wet Layup Structural Repair; Leading-Edge Erosion Repair and Protective Coating Application; Cosmetic Fairing and Gel Coat Finish Repair; Field Repair at Height: Working in a Rope-Access or Platform Context; Repair Documentation, Material Traceability, and CMMS Entry; Integrated Quality Inspection and Repair-Readiness Review.

What competent looks like. Identify common blade and nacelle composite defects—delamination, leading-edge erosion, cracks, porosity, and bondline failure—using visual, tap-test, and borescope inspection methods and record findings on a standardized damage-assessment form. Select and mix thermoset resin systems (epoxy and polyester) at correct mix ratios, verify pot life under ambient conditions, and demonstrate safe handling in compliance with SDS requirements including proper PPE and ventilation controls. Execute wet-layup and cosmetic fill repairs to manufacturer-specified ply schedules on flat and curved composite panels, achieving void-free laminate verified by tap-test and meeting a surface-profile tolerance of ±1 mm. Apply leading-edge protection coatings and erosion-shield tapes following surface-prep and cure schedules, and inspect the finished repair using a pull-off adhesion test or equivalent field method. Complete all repair documentation—damage log, repair card, material traceability record, and quality sign-off—using both paper forms and a tablet-based work-order system consistent with wind-farm maintenance management practice. Demonstrate compliant chemical lockout/tagout isolation, confined-space awareness for nacelle interiors, and respiratory protection procedures before and during every composites repair task.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Composite Materials Fundamentals and Blade Anatomy	14	theory	Students will identify the constituent materials of a wind turbine blade (glass fiber, carbon fiber, core materials, resins) and describe the structural purpose of each region—spar cap, shear web, skin, root, leading and trailing edge.	Label a full cross-section diagram of a large wind turbine blade, identifying each structural zone and writing one sentence on the load it carries. Handle physical coupons of woven glass, biaxial glass, core foam, balsa, and cured epoxy laminate; record fiber orientation, areal weight (from data sheet), and tactile properties in a materials log. Group quiz: match ten composite term cards (gel coat, laminate, ply, delamination, void, anisotropic, thermoset, thermoplastic, infusion, wet layup) to definitions on a whiteboard, then self-correct from the AWEA/IEC reference handout.	Blade cross-section poster and CAD drawing, physical coupon kit, AWEA blade repair training guide (or equivalent OEM manual excerpt), whiteboard, term-card set	Written 20-question identification quiz on materials and blade anatomy; pass = 70% correct.
2	Chemical Safety: SDS, PPE Selection, and Ventilation	16	theory	Students will read a Safety Data Sheet for a two-part epoxy resin and select the correct gloves, respirator cartridge type, and eye protection required for mixing and application, citing the specific SDS sections used.	SDS scavenger hunt: working in pairs, students use the SDS for a common wind-blade epoxy resin to answer ten questions (flash point, first-aid for eye exposure, disposal code, IDLH, required respiratory protection) and compare answers as a class. PPE fit-check drill: instructor demonstrates half-mask respirator positive- and negative-pressure user seal checks; each student performs and records a documented fit-check on their own respirator, with instructor sign-off. Scenario exercise: students read a simulated field scenario (enclosed nacelle, ambient 85 °F, no forced ventilation, mixing styrene-based polyester resin) and write a hazard control plan specifying ventilation requirements, PPE, spill kit placement, and emergency egress.	Printed SDS packets (epoxy, polyester, acetone, gel coat), half-mask respirators with OV/P100 cartridges, nitrile and laminated gloves, safety glasses, face shields, ventilation-requirement reference card, OSHA 29 CFR 1910.1000 general industry air-contaminant table (posted for reference)	Instructor observation checklist: student correctly identifies all four PPE items AND performs a passing respirator fit-check without prompting; any missed critical item (e.g., wrong cartridge type) = remediate before lab access is granted.
3	Lockout/Tagout and Electrical Isolation for Blade and Nacelle Work	12	demo	Students will apply a group LOTO procedure on a simulated turbine energy-isolation mockup, verifying zero-energy state before beginning a composites task, in accordance with OSHA 29 CFR 1910.147.	Instructor demonstrates the six-step LOTO sequence on a training mockup (disconnect switch, hydraulic isolation valve, pitch-system capacitor discharge) while narrating each step; students follow along with the written energy-control procedure. Students take turns applying and releasing LOTO on the mockup in rotating pairs, with one acting as lead technician and one as second person verifying; instructor records time and any deviations. Scenario discussion: instructor presents three case studies of composites repair incidents where LOTO failure contributed to injury (from public OSHA investigation summaries); students identify which LOTO step was missed and propose corrective action.	LOTO training mockup (disconnect switch, valve, lockout hasp, individual locks, tags, shadow board), OSHA 1910.147 standard handout, energy-control procedure template, case-study packet	Instructor-scored LOTO competency checklist (10 steps); student must complete all 10 steps in correct sequence with zero critical errors (e.g., failing to verify zero-energy state) to pass; one retry permitted same day.
4	Damage Inspection Methods and Damage Classification	18	lab	Students will inspect a set of pre-damaged composite panels and a decommissioned blade section using visual inspection, coin-tap test, and borescope, then classify each defect by type and severity using a four-level damage-category matrix.	Tap-test grid: students use a coin and a dedicated tap-test hammer on flat panels containing artificially seeded delaminations of known size; they grid-mark the panel at 50 mm intervals, map sound vs. dull areas, and compare their map to the ground-truth delamination outline provided by the instructor. Borescope inspection: students thread a video borescope through a drilled access port into a hollow blade-section model to locate an internal disbond, photograph it, and record GPS coordinates (blade station, chord position) on a damage-assessment form. Damage classification exercise: students review ten color photograph sets of blade defects and assign each to a damage category (cosmetic, structural surface, structural through, or beyond field repair) using a manufacturer-style decision tree; instructor reviews answers as a group.	Pre-damaged fiberglass panel set, decommissioned blade section or training mock, coin and tap-test hammer, video borescope with tablet display, damage-assessment forms, ruler and depth gauge, photograph packet, damage-classification decision-tree reference	Completed damage-assessment forms for three panels: student must correctly classify defect type and severity category on at least 8 of 10 photo cases (80%) AND produce a tap-test map with delamination boundary within 25 mm of actual boundary on the seeded panel.
5	Resin Systems: Mixing, Pot Life, and Cure Monitoring	16	lab	Students will mix a two-part epoxy and a two-part polyester resin to the manufacturer's specified mix ratio by weight, monitor gel time using a wooden stick test, and record ambient temperature and humidity data to predict and verify cure behavior.	Ratio mixing drill: students use a digital postal scale to mix five successive batches of epoxy resin (small quantities, 50–100 g per batch) at manufacturer-specified ratio, recording actual ratio achieved; any batch outside ±2% of target ratio is remixed under instructor guidance. Pot-life experiment: students mix same-size batches at two different ambient temperatures (simulate with water bath at approximately 65 °F and 85 °F), insert wooden stir sticks at one-minute intervals, and plot gel time vs. temperature on a graph, comparing to the manufacturer's technical data sheet curve. Cure monitoring: students cast a small test plaque, record initial weight, check at four-hour intervals with a Shore D durometer, and document findings in a cure log; they predict when full post-cure hardness will be reached based on TDS data.	Two-part epoxy resin system with TDS, two-part polyester resin system with TDS, digital postal scale (0.1 g resolution), mixing cups and sticks, thermometer, hygrometer, Shore D durometer, graphing paper or tablet spreadsheet, cure log template, water bath containers	Instructor checks three scored items: mix-ratio accuracy (all five batches within ±2% = pass), completed pot-life graph with at least four data points at each temperature (complete = pass), cure log with all entries and correct prediction within one cure cycle = pass; all three must pass.
6	Surface Preparation: Grinding, Scarfing, and Solvent Wipe	18	lab	Students will prepare a damaged composite panel for structural repair by grinding a scarf bevel at the correct angle, cleaning with solvent per the repair manual, and achieving a surface profile verified by feeler gauge that meets the specified scarf ratio.	Grinding demonstration: instructor demonstrates angle-grinder setup, body position relative to the work surface, progression from coarse to fine grit, and measurement of scarf angle using a protractor; students observe and take written notes. Scarfing practice: each student grinds a scarf repair bevel on a 300 mm × 300 mm glass/epoxy coupon with a seeded 75 mm diameter hole, targeting the scarf ratio specified in the provided OEM-style repair manual; instructor measures bevel profile at eight radial points with a feeler gauge. Solvent wipe procedure: students wipe the scarfed surface with the specified solvent (methyl ethyl ketone or isopropyl alcohol per SDS and repair manual), using lint-free wipes in one direction only; instructor inspects with UV light or white glove check for contamination.	4.5-inch angle grinder with 24- and 60-grit discs, vacuum shroud or local exhaust ventilation, hearing protection, disposable Tyvek suit, nitrile gloves, half-mask with P100 cartridge, 300 × 300 mm glass/epoxy coupons with seeded defects, protractor, feeler gauge set, solvent per SDS, lint-free wipes, OEM-style repair manual excerpt	Instructor measures scarf bevel at eight points; at least six of eight points must be within ±2° of the specified angle, and the glove wipe must show no visible contamination; student retakes surface prep on a fresh coupon if either criterion fails.
7	Wet Layup Structural Repair	22	lab	Students will complete a wet-layup structural repair on a scarfed composite panel, placing plies in the correct orientation and sequence per a provided laminate schedule, and produce a cured laminate that passes tap-test and meets thickness tolerance.	Ply-cutting exercise: students cut seven glass-fiber plies to the correct shape and dimension for a stepped scarf repair using scissors and a ply template; each ply is numbered and its fiber orientation marked with a dry-erase marker before layup begins. Layup: students wet out each ply with mixed epoxy using a foam roller, apply in correct sequence to the scarfed coupon, consolidate with a grooved roller to remove air bubbles, apply peel ply and breather, then close the bag for vacuum-bag cure; instructor observes and records any bagging defects. Post-cure inspection: after cure, students remove bag, peel ply, and perform tap-test over the entire repair area using a grid; they measure repair thickness at five points with a calibrated digital caliper and record results on the repair card.	Woven and biaxial glass fabric, pre-mixed epoxy system, foam rollers, grooved aluminum consolidation roller, laminate schedule template, ply-cutting template, scissors, peel ply, perforated release film, breather fabric, vacuum bag film, sealant tape, vacuum pump and gauge, digital caliper, repair-card form, tap-test hammer	Repair card checked by instructor: tap-test shows no dull areas in the repair footprint (100% clear); thickness at all five measurement points within ±0.5 mm of the laminate schedule target; ply sequence verified from photo log = pass.
8	Leading-Edge Erosion Repair and Protective Coating Application	18	lab	Students will prepare a leading-edge blade section, apply a polyurethane or epoxy leading-edge coating to specified wet-film thickness, and install an erosion-protection tape or shell following the manufacturer's overlap and temperature-window requirements.	Leading-edge assessment: students examine a 600 mm blade-leading-edge mockup with staged erosion damage, measure erosion depth with a depth gauge at five stations, record findings on the damage form, and select the appropriate repair level (cosmetic fill vs. full erosion shield replacement). Coating application: students apply a two-component polyurethane coating to a prepared leading-edge mockup using a foam brush or short-nap roller, check wet-film thickness with a wet-film gauge at three points per square meter, and adjust to meet the specified thickness range. Erosion-tape installation: students apply a pre-cut erosion-protection tape to the leading edge, using a heat gun to activate adhesive per the manufacturer's instruction sheet, forming around the profile without bridging or air entrapment, and inspect with a roller-press for full contact.	600 mm leading-edge blade mockup, depth gauge, two-component polyurethane leading-edge coating with TDS, foam brush and short-nap roller, wet-film thickness gauge (comb type), erosion-protection tape, heat gun, temperature-indicating sticker, hand roller, damage-assessment form	Instructor checks wet-film thickness records (all readings within the manufacturer's specified range = pass) and inspects tape installation for bridging and air bubbles over the full length; any bridging >25 mm or wet-film reading outside range requires section to be redone.
9	Cosmetic Fairing and Gel Coat Finish Repair	16	lab	Students will apply a polyester or vinyl ester gel coat filler to a structural repair, feather to the surrounding surface profile using board-sanding, and achieve a final surface finish within ±1 mm of the surrounding airfoil contour as measured by a contour gauge.	Fill and fair: students mix gel coat filler, apply with a squeegee over the cured structural repair, overfill slightly, and allow to cure; after cure they board-sand with progressive grits (80, 120, 220) using a 300 mm rigid backing board to blend the repair into the surrounding surface. Contour check: students use a flexible contour gauge at five chord-wise stations across the repair to measure the surface profile and compare readings to the undamaged blade surface adjacent to the repair; deviations are marked with a pencil and additional fill/sanding is applied. Final inspection: students perform a visual inspection under raking light (a handheld flashlight at a low angle) to identify sanding scratches, pinholes, and color mismatch; they document findings with photographs and complete the cosmetic repair sign-off section of the repair card.	Gel coat filler (polyester or vinyl ester), mixing cups, squeegee, 80/120/220-grit sandpaper, 300 mm rigid sanding board, contour gauge, handheld flashlight, repair card, camera or tablet, color-match chart	Contour gauge readings at all five stations within ±1 mm of surrounding surface = pass; visual inspection shows no pinholes >0.5 mm and no sanding scratches visible under raking light = pass; both criteria must pass.
10	Field Repair at Height: Working in a Rope-Access or Platform Context	20	field	Students will prepare and stage composites repair materials for a simulated at-height repair scenario, observing chemical handling, tool-tethering, and waste-management requirements specific to blade work performed on a tower or using rope-access rigging.	Tool-tethering setup: students attach tethers rated for the weight of each tool (angle grinder, mixing cup, roller) to their harness and to the tool using manufacturer-approved anchor points; instructor inspects all connections before any simulated work begins. Staged at-height mixing drill: on a ground-level elevated platform (simulating a blade-access cradle), students mix a small epoxy batch in a tethered cup, apply to a vertical practice panel, and manage peel ply and vacuum bag on a vertical surface, noting differences from flat-panel layup. Waste containment exercise: students package used mixing cups, contaminated wipes, and spent PPE into labeled, sealed waste bags following the SDS disposal guidance; they lower the waste package from the elevated platform using a hand-over-hand lowering line and complete the waste-manifest log entry.	Full-body harness (from Tower Climbing course), tool tethers rated for each tool weight, elevated practice platform (ground-level or low), vertical practice panel, tethered mixing cups, epoxy resin batch, vacuum bag kit, waste bags, waste-manifest log, chemical waste labels	Instructor observation: all tools tethered before work begins (no untethered item = pass); epoxy application on vertical panel shows no runs >50 mm (pass); waste properly packaged, labeled, and lowered without spillage (pass); all three must pass.
11	Repair Documentation, Material Traceability, and CMMS Entry	18	practice	Students will complete a full repair-documentation package—including a damage-assessment report, repair card, material traceability record (batch numbers, mix ratios, cure data), and quality sign-off—and enter the work order into a computerized maintenance management system (CMMS) training environment.	Paper documentation drill: given a completed repair scenario summary, students fill out a four-part paper documentation set (damage form, repair card, material traceability log, QC sign-off) as if they performed the repair, ensuring all fields are complete and traceable. CMMS data entry: students log into a CMMS training-environment instance (Maximo or equivalent training version), locate the simulated work order for the repair, enter defect description, repair actions, materials used with batch numbers, labor hours, and close the work order with a pass/fail quality result. Peer review: students exchange completed documentation packages with a partner and use a documentation checklist to identify any missing or inconsistent entries; each student writes a brief correction memo for any discrepancies found, then discusses findings as a class.	Four-part paper documentation kit, CMMS training environment (laptop or tablet, training license), work-order scenario packet, documentation checklist, correction-memo template	Instructor scores paper documentation package (all required fields populated and internally consistent = pass, defined as no more than two minor omissions and zero critical omissions such as missing batch number or cure data); CMMS entry verified by instructor: work order closed with all mandatory fields = pass.
12	Integrated Quality Inspection and Repair-Readiness Review	16	lab	Students will conduct a complete quality inspection sequence on a finished composite repair—visual, tap-test, contour, adhesion pull-off (or equivalent), and documentation review—and deliver a verbal findings report, recommending accept, rework, or escalate.	Full inspection sequence: each student receives a completed repair coupon (some passing, some with seeded defects) and performs the full four-step QC sequence (visual, tap-test, contour gauge, pull-off test simulation using a standardized force gauge), recording all data on a QC inspection form. Disposition decision: based on inspection data, student writes a one-page disposition report recommending accept, rework, or escalate to engineering, citing the specific out-of-tolerance measurement or defect that drives the decision. Verbal debrief: student presents their findings and recommendation to the instructor and two peers in a structured three-minute report; instructor and peers ask two clarifying questions; student must answer both correctly to complete the exercise.	Set of finished repair coupons (pass and fail examples), tap-test hammer, contour gauge, pull-off force gauge or tactile adhesion tester, QC inspection form, disposition-report template, timer	QC inspection form complete with all data recorded; disposition recommendation matches the seeded outcome (correct on at least 3 of 4 coupons = 75% pass); verbal debrief answers both questions correctly; all three criteria must be met.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Composites Repair Written Examination	Written exam	25%	70% or higher on a 50-question exam	A closed-book, 50-question multiple-choice and short-answer exam covering composite materials identification, resin chemistry and cure science, damage classification criteria, SDS interpretation, LOTO procedures for composites work, and documentation requirements. Questions are mapped to NCCER Wind Turbine Technician module learning objectives for blade and composites content. Standard met · Safety · Time · Quality/finish · Documentation
Practical Repair Skills Demonstration	Skills demonstration	45%	Instructor-scored rubric; student must achieve a passing mark on all four critical skill stations with no safety violations	Students complete four timed stations—surface preparation (scarf grinding), wet-layup ply placement, leading-edge coating application, and cosmetic finish—each assessed against a rubric with defined dimensional tolerances and quality criteria; any PPE or LOTO violation results in an automatic station failure and mandatory remediation before a single retry is permitted. Standard met · Safety · Time · Quality/finish · Documentation
Lab Repair Log Portfolio	Log	15%	Complete entries for all 12 lessons with no more than two minor omissions and zero missing safety or traceability data	Students maintain a cumulative lab log throughout the course recording mix ratios, ambient conditions, cure data, inspection results, material batch numbers, and lesson-by-lesson reflections; the log is submitted at course end and graded against a documentation completeness rubric, simulating the traceability record required on an actual wind-farm repair job. Standard met · Safety · Time · Quality/finish · Documentation
Chemical and Height-Work Safety Compliance Check	Safety audit	15%	100% on all critical safety behaviors; any single critical failure requires full remediation and recheck	A structured observation checklist administered during the field repair lesson and one unannounced spot-check during a lab lesson, verifying that the student correctly selects and dons PPE, performs a respirator fit-check, applies LOTO, tethers tools, and manages chemical waste without prompting; this check maps directly to GWO Basic Safety Training chemical and working-at-height safety competency areas. Standard met · Safety · Time · Quality/finish · Documentation

BLD-WIND70-07 Capstone

Capstone Project: Wind Turbine Systems Integration

216 hr · ~~$2,160~~ COMPLIMENTARY

Students integrate knowledge and skills from all prior courses by planning, executing, and defending a full simulated turbine service project that mirrors real worksite conditions. The capstone requires students to perform mechanical, hydraulic, electrical, and composites tasks on a training turbine or full-scale simulator, maintain a complete job-site documentation package, and present their work in a formal technical defense. Credential exam areas for NCCER Wind Turbine Tech and GWO Basic Safety Training are embedded throughout every phase.

Outcomes

Execute a complete planned maintenance sequence on a training turbine or simulator, applying lockout/tagout and fall-protection procedures without prompting, with zero critical safety violations.
Produce a job-ready documentation package — including a job hazard analysis, maintenance log, torque records, electrical test data, and a composites inspection report — meeting industry accuracy standards.
Diagnose at least two instructor-injected faults (one electrical/controls, one mechanical or hydraulic) using appropriate test equipment and root-cause analysis, and propose a corrective action plan.
Apply trade math — unit conversions, torque calculations, voltage/current/resistance measurement interpretation, and fluid pressure calculations — correctly in all written documentation.
Deliver a structured 15-minute oral defense of project decisions, safety choices, and findings to a panel, demonstrating professional technical communication at a level acceptable for employer review.
Self-assess performance gaps against NCCER Wind Turbine Tech and GWO BST competency areas and produce a targeted remediation plan before the Externship.

Course text

How the course runs. 4 blocks: Project Planning, Hazard Analysis, and Documentation Framework; Integrated Hands-On Service Execution with Injected Faults; Documentation Completion, Self-Assessment, and Remediation Planning; Technical Defense and Capstone Panel Presentation.

What competent looks like. Execute a complete planned maintenance sequence on a training turbine or simulator, applying lockout/tagout and fall-protection procedures without prompting, with zero critical safety violations. Produce a job-ready documentation package — including a job hazard analysis, maintenance log, torque records, electrical test data, and a composites inspection report — meeting industry accuracy standards. Diagnose at least two instructor-injected faults (one electrical/controls, one mechanical or hydraulic) using appropriate test equipment and root-cause analysis, and propose a corrective action plan. Apply trade math — unit conversions, torque calculations, voltage/current/resistance measurement interpretation, and fluid pressure calculations — correctly in all written documentation. Deliver a structured 15-minute oral defense of project decisions, safety choices, and findings to a panel, demonstrating professional technical communication at a level acceptable for employer review. Self-assess performance gaps against NCCER Wind Turbine Tech and GWO BST competency areas and produce a targeted remediation plan before the Externship.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Project Planning, Hazard Analysis, and Documentation Framework	40	theory	Students produce a complete pre-job documentation package — scope of work, job hazard analysis (JHA), lockout/tagout procedure, PPE matrix, and tool/material list — for an assigned simulated turbine service task before any hands-on work begins.	Review a realistic turbine service work order and break it into discrete tasks; assign OSHA hazard categories (electrical, fall, struck-by, hydraulic pressure) to each task and record on a JHA form modeled on industry templates. Draft a site-specific lockout/tagout procedure for the training turbine covering all energy sources (electrical, hydraulic, stored mechanical), have a peer perform an independent review, then reconcile discrepancies against the equipment energy-control diagram. Build a complete bill of materials and tool list — including torque wrenches, multimeters, manometers, composite repair consumables, and PPE — cross-checked against the manufacturer service manual excerpt; present the completed package to the instructor for a go/no-go gate review.	Sample turbine service work orders, blank JHA forms, LOTO procedure templates, PPE selection guides (ANSI/ISEA references), manufacturer service manual excerpts, NCCER Wind Turbine Tech module reference sheets, GWO BST documentation examples, word-processing and spreadsheet software.	Instructor gate review of the documentation package using a rubric with five scored sections (scope clarity, JHA completeness, LOTO accuracy, PPE appropriateness, tool list accuracy); student must score at least 80% overall with no section scoring below 70% to proceed to the hands-on phase.
2	Integrated Hands-On Service Execution with Injected Faults	108	lab	Students carry out the full planned maintenance sequence on a training turbine or simulator — including mechanical inspection and torquing, hydraulic system checks, electrical and controls testing, and a composites visual inspection — while responding to at least two instructor-injected faults and recording all findings in real time.	Execute the approved LOTO procedure under observation, then perform the mechanical maintenance tasks (fastener torque verification using calibrated torque wrenches, gear-oil level and condition check, blade-pitch mechanism inspection) and record all readings on the maintenance log using correct units and the pass/fail criteria from the service manual. Conduct hydraulic system pressure checks with a calibrated gauge, inspect hoses and fittings for condition, and perform electrical/controls tasks — insulation resistance testing, continuity checks, and PLC fault-code reading — using a calibrated multimeter and clamp meter; when the instructor activates a hidden fault (e.g., a miswired control circuit or a simulated hydraulic pressure drop), apply a structured root-cause analysis worksheet to identify the fault and document corrective action. Complete a composites visual inspection checklist on a blade section (or mock blade panel), classify any defects by type and severity per the repair procedure learned in Course 6, photograph defects with a scale reference, and update the inspection report; at the end of each work session debrief with the instructor using the recorded data to confirm documentation accuracy and flag any safety observations.	Training turbine or full-scale wind turbine simulator, calibrated torque wrenches (ft-lb and Nm ranges appropriate to turbine fasteners), calibrated digital multimeter, clamp meter, insulation resistance tester (megohmmeter), hydraulic pressure gauge and fittings, PLC or turbine SCADA training interface, composites inspection kit (flashlight, mirror, scale, camera), maintenance log forms, root-cause analysis worksheets, full PPE set (hard hat, safety glasses, cut-resistant gloves, arc-flash rated clothing where required, harness if elevated work is performed), NCCER Wind Turbine Tech module competency checklists.	Instructor uses a real-time performance checklist (based on NCCER Wind Turbine Tech task lists) to observe each major task; any critical safety violation (skipping LOTO, working at height without a secured harness) results in an immediate stop and automatic remediation requirement; at lesson end, maintenance log and fault-diagnosis worksheet must be 85% complete and accurate to advance; torque values must be within the service manual tolerance.
3	Documentation Completion, Self-Assessment, and Remediation Planning	32	practice	Students finalize all project documentation into a cohesive job package, perform a structured self-assessment against NCCER Wind Turbine Tech and GWO BST competency areas, and produce a written remediation plan targeting identified gaps before the Externship.	Compile the JHA, LOTO procedure, maintenance log, torque records, electrical test data sheets, fault-diagnosis report, and composites inspection report into a single numbered, indexed job package; cross-check every numerical entry for unit correctness and legibility, using the trade-math skills from Course 1 to verify calculated values (e.g., converting torque units, confirming Ohm's-law relationships in recorded electrical data). Use an instructor-provided self-assessment matrix that maps each NCCER Wind Turbine Tech module topic and each GWO BST module (Working at Heights, First Aid, Manual Handling, Fire Awareness, Sea Survival if applicable) to capstone tasks; rate personal performance on each item, flag items rated below satisfactory, and gather supporting evidence from the job package. Write a one-to-two-page remediation plan that lists each gap, identifies which Course 1–6 content addresses it, proposes a specific self-study or practice action, and sets a target completion date before the start of the Externship; submit the plan to the instructor for written feedback.	Full project documentation from Lesson 2, NCCER Wind Turbine Tech module competency checklists, GWO BST module learning objectives list, self-assessment matrix template, trade-math reference sheet (unit conversions, Ohm's law, pressure formulas, torque formulas), word-processing software, document binder or digital portfolio platform.	Instructor reviews the completed job package for completeness (all required sections present), accuracy (at least 85% of numerical entries correct), and professional presentation (legible, properly labeled, indexed); the self-assessment matrix must have an entry for every listed competency area; the remediation plan must address every item rated below satisfactory — all three elements must meet the standard before the student is cleared for the oral defense.
4	Technical Defense and Capstone Panel Presentation	36	demo	Students deliver a structured 15-minute oral defense of their capstone project to a panel of at least two evaluators, explaining task decisions, safety choices, fault-diagnosis reasoning, and documentation methods, then respond to panel questions at a level that demonstrates job-entry readiness.	Prepare and rehearse a 15-minute structured presentation (slides or whiteboard permitted) covering: project scope, pre-job hazard controls chosen and why, key maintenance findings, fault-diagnosis process and root-cause conclusion, composites findings, and one lesson learned; practice with a peer in a timed run-through and incorporate feedback. Deliver the presentation to the panel (at minimum: lead instructor and one industry or faculty guest evaluator); use the actual job-package binder as a reference and point to specific records when citing data — panel members may interrupt with technical questions at any point, including questions drawn from NCCER Wind Turbine Tech and GWO BST competency areas. After the defense, complete a brief written reflection (one page maximum) identifying the single most important safety decision made during the project and explaining, using OSHA 10 and GWO BST principles, why that decision was correct; submit the reflection as the final artifact in the portfolio.	Completed job-package binder, presentation software or whiteboard, panel evaluation rubric (shared with student in advance), NCCER Wind Turbine Tech competency area list for panel reference, GWO BST module list for panel reference, timer.	Panel scores the defense on a rubric with five equally weighted sections: technical accuracy of explanations, safety and LOTO knowledge, fault-diagnosis reasoning, documentation literacy (ability to locate and explain records), and professional communication; student must score at least 80% overall with no section below 70%; a score below threshold requires one remediation session and a second defense within five business days.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Integrated Capstone Service Project	Project	60%	85% on the hands-on performance checklist with no unresolved critical safety violations; completed and accurate job-package documentation scoring at least 80% on the documentation rubric.	Students plan and execute a complete simulated turbine maintenance and fault-diagnosis event on a training turbine or simulator, producing a full job-site documentation package (JHA, LOTO procedure, maintenance log, torque records, electrical test data, fault-diagnosis report, composites inspection report). Evaluators use an NCCER Wind Turbine Tech–aligned task checklist during hands-on observation and a separate documentation accuracy rubric to score the written package. Meets specification · Within estimate · Workmanship · Safety · Documentation
Capstone Portfolio	Portfolio	20%	All required documents present; at least 85% of numerical entries verified accurate; self-assessment matrix complete with every NCCER and GWO BST competency area addressed; remediation plan covers all below-satisfactory items.	The portfolio is the assembled job package from the project plus the completed self-assessment matrix and written remediation plan, compiled in a numbered, indexed binder or digital equivalent. It demonstrates the student's ability to produce professional trade documentation and to honestly identify and plan for personal competency gaps before entering the Externship. Completeness · Organization · Evidence quality
Technical Defense (Oral)	Oral / panel	20%	At least 80% overall on the panel rubric with no individual section below 70%; if below threshold, one remediation session is permitted followed by a single re-defense.	A 15-minute panel presentation followed by open questioning, in which the student explains and defends every major decision made during the capstone project — safety controls, maintenance procedures, fault diagnosis, and documentation choices — using the job-package binder as evidence. The panel draws questions from NCCER Wind Turbine Tech and GWO BST competency areas to confirm job-entry readiness before the Externship. Explains decisions · Answers technical questions · Professional communication

BLD-WIND70-08 Externship / clinical

Externship / Worksite Placement

324 hr · ~~$1,295~~ COMPLIMENTARY

Students complete 324 supervised hours at a host employer—a wind energy company, O&M contractor, or utility wind site—performing real technician tasks under a journeyman mentor. Performance is documented through daily field logs, a midpoint check-in, and a final employer evaluation that must meet industry competency benchmarks. This placement bridges classroom training and entry-level employment and satisfies the field-experience component mapped to NCCER Wind Turbine Tech performance objectives.

Outcomes

Perform scheduled and corrective maintenance tasks on utility-scale wind turbines under direct supervision while complying with site-specific lockout/tagout and PPE requirements.
Demonstrate safe tower climbing and nacelle access procedures, including personal fall-arrest equipment inspection and buddy-system protocols, on a live commercial site.
Complete accurate maintenance records, work orders, and SCADA data entry using the employer's documentation system.
Apply electrical, hydraulic, and mechanical diagnostic skills learned in program coursework to identify and report faults observed during worksite tasks.
Receive a passing employer evaluation score confirming job-site professionalism, safety compliance, and technical competency across assigned task areas.
Accumulate the documented field hours required to support NCCER Wind Turbine Tech credential verification through the NCCER Registry.

Course text

How the course runs. 4 blocks: Site Orientation and Safety Integration; Supervised Preventive Maintenance Rotations; Fault Diagnosis and Corrective Work Assistance; Final Employer Evaluation and Field Portfolio Completion.

What competent looks like. Perform scheduled and corrective maintenance tasks on utility-scale wind turbines under direct supervision while complying with site-specific lockout/tagout and PPE requirements. Demonstrate safe tower climbing and nacelle access procedures, including personal fall-arrest equipment inspection and buddy-system protocols, on a live commercial site. Complete accurate maintenance records, work orders, and SCADA data entry using the employer's documentation system. Apply electrical, hydraulic, and mechanical diagnostic skills learned in program coursework to identify and report faults observed during worksite tasks. Receive a passing employer evaluation score confirming job-site professionalism, safety compliance, and technical competency across assigned task areas. Accumulate the documented field hours required to support NCCER Wind Turbine Tech credential verification through the NCCER Registry.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Site Orientation and Safety Integration	40	field	The student will complete all mandatory employer site-safety onboarding steps—including site-specific LOTO procedures, emergency action plan review, and PPE issuance—and pass the host site's entry safety assessment before performing any turbine work.	Attend employer-led site safety orientation, review the site emergency action plan, and sign the site-specific LOTO and PPE acknowledgment forms; record all items in the field log. Shadow the assigned journeyman mentor during an initial site walkthrough, identifying hazard control points, muster stations, first-aid kit locations, and site radio protocols; sketch the site layout in the field log. Complete the host employer's required entry-level competency check (written or verbal) covering site rules, fall protection anchor points, and turbine exclusion-zone boundaries; score results are recorded by the mentor.	Site-issued PPE kit (hard hat, safety glasses, cut-resistant gloves, steel-toed boots, FR clothing, full-body harness), site emergency action plan binder, LOTO station hardware, site radio, student field log journal, program externship handbook	Mentor confirms 100% completion of all site onboarding items via the externship orientation checklist; student must pass the employer's entry safety assessment (employer-set pass mark, typically 80%) before advancing to supervised turbine tasks.
2	Supervised Preventive Maintenance Rotations	160	field	The student will assist the journeyman mentor in completing scheduled preventive maintenance tasks—including bolt-torque checks, lubrication, filter changes, and fluid sampling—on assigned turbines and document each task accurately on the employer's work-order system.	Perform torque verification on main-shaft, pitch, and yaw bearing fasteners using calibrated torque wrenches and hydraulic torque tools under mentor supervision; record torque values and any out-of-spec findings on the work order. Execute scheduled lubrication routes (gearbox oil change, grease points on pitch and yaw systems, generator bearings) per the OEM maintenance manual, following LOTO procedures for each turbine; log quantities, grades, and lot numbers in the work-order system. Assist with blade visual inspections from the nacelle and ground level, noting surface anomalies on inspection sheets; enter findings into the employer's defect-tracking or SCADA interface and review the entry with the mentor for accuracy.	Calibrated torque wrenches (multiple ranges), hydraulic torque tool set, grease guns and bulk lube dispensing equipment, oil sampling kits, OEM maintenance manuals (site copies), employer work-order software terminal or tablet, inspection forms, full PPE including tower-climb kit (harness, lanyards, helmet with chin strap, gloves), field log journal	Mentor evaluates each completed work order for accuracy, completeness, and correct fluid/part identification; a minimum of 80% of evaluated work orders must be marked 'acceptable' on the midpoint employer evaluation rubric; field log entries are reviewed weekly by the externship coordinator.
3	Fault Diagnosis and Corrective Work Assistance	84	field	The student will apply diagnostic reasoning—using multimeters, thermal imagers, vibration instruments, and SCADA fault codes—to assist the mentor in identifying and resolving at least four corrective maintenance events, documenting root cause and corrective action for each.	Respond to SCADA fault alerts with the mentor; retrieve the fault code description from the OEM fault-code reference, discuss probable causes, and assist in executing the diagnostic sequence (visual check, electrical measurements, sensor verification); record findings in the fault log. Use a clamp-style multimeter and, where available, a thermal imaging camera to check electrical continuity, insulation condition, and thermal anomalies on control-panel components under mentor guidance; compare readings to OEM specification tables and note discrepancies. Assist in executing the corrective repair (component swap, sensor replacement, hydraulic line re-seal, or similar task as assigned) under direct mentor supervision, following LOTO; complete the corrective work order including root-cause statement, parts used, and post-repair verification test results.	Digital multimeter (CAT III rated), clamp meter, thermal imaging camera (employer-supplied), vibration analysis instrument (if site-equipped), SCADA display terminal, OEM fault-code reference manual, replacement parts and hardware as assigned, LOTO kit, full PPE, field log journal, corrective maintenance work-order forms	The student must submit a minimum of four completed corrective-event fault logs; the mentor scores each log on a three-criterion rubric (correct fault identification, logical diagnostic sequence, accurate documentation) with a passing score of 80% or better per log; the externship coordinator reviews one log per student during the site visit.
4	Final Employer Evaluation and Field Portfolio Completion	40	field	The student will compile a complete externship field portfolio—including all signed daily logs, work orders, and fault records—and receive a summative employer evaluation that scores overall site performance at or above the program's minimum competency threshold.	Organize all daily field logs, work-order copies, and fault-event records into the program-issued externship portfolio binder; verify that total documented hours meet the 324-hour requirement and that each log bears the mentor's initials. Participate in a structured end-of-placement debrief with the journeyman mentor and site supervisor: discuss strengths, areas for improvement, and readiness for entry-level employment; take notes for use in the program's final career-readiness reflection. Submit the completed employer evaluation form (rated by the site supervisor across competency domains including safety compliance, technical skill, work quality, communication, and professionalism) to the externship coordinator; review scores with the program instructor during the post-placement meeting.	Externship portfolio binder with all accumulated field logs and work orders, program employer evaluation rubric (multi-domain, scored 1–4 per competency), externship hour-verification form, student self-assessment reflection worksheet, program externship handbook	Portfolio must contain signed logs accounting for all 324 hours; employer evaluation must achieve an average score of 3.0 out of 4.0 (75%) across all competency domains with no individual domain scored below 2 (needs improvement); any domain scored below 2 triggers a remediation conference with the program director.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Live Worksite Skills Demonstration	Skills demonstration	70%	Mentor and externship coordinator jointly rate the student at 80% or higher on the five-item skills observation checklist, with no critical safety deficiency observed.	During the externship coordinator's scheduled site visit (typically at the midpoint), the student performs one assigned preventive or corrective maintenance task from start to finish while both the journeyman mentor and the program's externship coordinator observe. The coordinator scores the student on LOTO execution, PPE use, tool handling, task accuracy, and documentation completion using the program's standardized skills observation checklist; any unsafe act that requires mentor intervention results in an automatic failure requiring remediation before the student may continue the placement. Competency · Safety · Attendance · Conduct · Initiative
Externship Field Log and Portfolio Review	Log	30%	All 324 hours documented with mentor initials, 80% or more of work-order entries rated acceptable by the mentor, and employer summative evaluation averaging 3.0/4.0 or higher with no domain below 2.0.	At the conclusion of the placement, the student submits the complete externship portfolio—daily field logs, work-order copies, fault-event records, and the employer's signed summative evaluation form—to the program externship coordinator, who audits the portfolio for hour completeness, documentation accuracy, and employer scoring; the coordinator enters verified hours into the NCCER Registry to support credential verification, and any gap in hours or documentation below standard must be resolved before the student advances to Course 9. Complete · Verified

BLD-WIND70-09 Exam prep

Certification Exam Preparation: GWO Basic Safety, NCCER Wind Turbine Tech & OSHA 10

90 hr · ~~$900~~ COMPLIMENTARY

This course systematically reviews every content domain tested by the GWO Basic Safety Training assessment, NCCER Wind Turbine Technician credentialing exam, and OSHA 10 outreach program to close individual knowledge gaps before sitting each credential. Learners complete timed, full-length mock exams under realistic testing conditions, analyze their results by domain, and build targeted study plans so they enter each proctored exam with demonstrated readiness.

Outcomes

Correctly answer practice questions drawn from every GWO Basic Safety Training module—manual handling, working at height, fire awareness, first aid, and sea survival—at a rate of 80% or higher on a timed mock assessment.
Correctly answer practice questions covering all NCCER Wind Turbine Technician core and specialty modules—orientation, safety, tools, electrical, mechanical, hydraulics, and tower systems—at a rate of 70% or higher on a timed NCCER-format mock exam.
Demonstrate mastery of OSHA 10 General Industry and Construction outreach content areas—hazard recognition, fall protection, electrical safety, PPE, and emergency action plans—scoring 70% or higher on a timed OSHA 10 practice assessment.
Identify personal weak domains from scored mock exams, create a written remediation plan citing specific study resources, and raise subsequent practice scores by at least 10 percentage points in those domains.
Apply examination strategies—time management, question elimination, flagging, and careful re-reading—during full-length timed practice exams to improve accuracy under test conditions.
Complete all required paperwork and enrollment steps for each credentialing body (GWO training record submission, NCCER Registry confirmation, and OSHA 10 authorized trainer roster) before program exit.

Course text

How the course runs. 4 blocks: GWO Basic Safety Training Domain Review; NCCER Wind Turbine Technician Exam Domain Review; OSHA 10 Content Review and Hazard Recognition Practice; Full Mock Certification Exam Day and Personalized Remediation.

What competent looks like. Correctly answer practice questions drawn from every GWO Basic Safety Training module—manual handling, working at height, fire awareness, first aid, and sea survival—at a rate of 80% or higher on a timed mock assessment. Correctly answer practice questions covering all NCCER Wind Turbine Technician core and specialty modules—orientation, safety, tools, electrical, mechanical, hydraulics, and tower systems—at a rate of 70% or higher on a timed NCCER-format mock exam. Demonstrate mastery of OSHA 10 General Industry and Construction outreach content areas—hazard recognition, fall protection, electrical safety, PPE, and emergency action plans—scoring 70% or higher on a timed OSHA 10 practice assessment. Identify personal weak domains from scored mock exams, create a written remediation plan citing specific study resources, and raise subsequent practice scores by at least 10 percentage points in those domains. Apply examination strategies—time management, question elimination, flagging, and careful re-reading—during full-length timed practice exams to improve accuracy under test conditions. Complete all required paperwork and enrollment steps for each credentialing body (GWO training record submission, NCCER Registry confirmation, and OSHA 10 authorized trainer roster) before program exit.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	GWO Basic Safety Training Domain Review	20	theory	Students will answer GWO Basic Safety Training practice questions across all five modules—manual handling, working at height, fire awareness, first aid, and sea survival—scoring at least 80% on a module-by-module diagnostic.	Instructor-led domain walkthrough: for each of the five GWO modules, review the published learning objectives from GWO's Basic Safety Training standard, then work through scenario-based practice questions as a class, discussing why each distractor is wrong using the GWO BST syllabus and course materials from earlier program units. Small-group stations: groups rotate through five tabletop stations (one per module), each containing a 15-question timed set drawn from GWO content areas; groups record answers on bubble sheets, self-score with the provided answer key, and flag questions where the group was split or unsure. Individual diagnostic quiz: each student completes a 50-question timed GWO-format diagnostic (10 questions per module), scores it against the key, enters results into a personal Exam Readiness Tracker spreadsheet by domain, and identifies the two modules with the lowest scores for targeted review.	GWO Basic Safety Training standard (current version, gwo.org), program unit 1 and unit 5 student notes, printed 50-question diagnostic with answer key, Exam Readiness Tracker spreadsheet template, whiteboard, projector	Scored diagnostic quiz by module; pass standard is 80% overall with no single module below 70%. Students below threshold in any module receive a written remediation assignment before Lesson 3.
2	NCCER Wind Turbine Technician Exam Domain Review	28	theory	Students will correctly answer NCCER Wind Turbine Technician practice questions covering orientation, safety, tools and equipment, electrical systems, mechanical systems, hydraulics, and tower systems at a rate of 70% or higher on a full-domain diagnostic.	Domain mapping exercise: students receive a printed list of NCCER Wind Turbine Technician module titles and, working in pairs, match each item to the program course in which it was taught, then identify the NCCER module number and primary performance task associated with each domain—anchoring exam content to hands-on experience from Courses 2 through 7. Instructor-facilitated worked-example session: using NCCER's Contren curriculum structure as a guide, the instructor projects representative multiple-choice and performance-task questions from each module family (electrical, mechanical, hydraulic, tower), solves each aloud using trade reasoning, and invites students to challenge or confirm the logic before revealing the answer. Individual 80-question timed NCCER-format practice exam: students work under timed conditions (one question per 90 seconds), submit answer sheets, receive domain-coded score reports broken out by module family, update their Exam Readiness Tracker, and write a one-page gap-analysis memo identifying their three weakest NCCER domains and listing the specific NCCER module pages and program lab exercises they will revisit.	NCCER Wind Turbine Technician module titles and task lists (nccer.org), student notes and lab reports from Courses 2–7, 80-question NCCER-format practice exam with answer key and domain scoring rubric, Exam Readiness Tracker, NCCER Contren print or digital modules available in program library	Scored 80-question NCCER-format practice exam; pass standard is 70% overall with no module family below 60%. Students below threshold in any module family complete assigned NCCER module re-read and a 10-question targeted quiz before Lesson 4.
3	OSHA 10 Content Review and Hazard Recognition Practice	17	theory	Students will correctly identify OSHA 10 outreach content areas—including hazard recognition, fall protection, electrical safety, struck-by and caught-in hazards, PPE selection, and emergency action plans—and score 70% or higher on a timed OSHA 10 practice assessment.	OSHA 10 content card sort: students receive a set of 40 laminated scenario cards (e.g., 'technician works above 6 feet without a personal fall arrest system') and sort them into OSHA topic categories, then cite the relevant general duty or construction standard category for each hazard—reinforcing the habit of connecting hazard observation to the regulatory framework learned in Course 1. Case-study analysis: in groups of three, students read four one-page incident summaries drawn from publicly available OSHA enforcement news releases involving wind energy or tower work, identify every OSHA violation present, select the correct hazard category from the OSHA 10 outline, and present findings to the class for instructor correction and discussion. Individual 50-question timed OSHA 10 practice assessment: students complete the assessment under timed conditions, receive a domain-coded score report, and confirm their OSHA 10 outreach program enrollment status with the program's OSHA-authorized trainer to ensure all administrative requirements (attendance hours, authorized trainer signature) are on track.	OSHA 10 outreach program topic outline (osha.gov), 40-card laminated hazard sort set, four printed incident case studies from OSHA newsroom, 50-question OSHA 10 practice assessment with answer key, OSHA 10 student completion checklist	Scored 50-question OSHA 10 practice assessment; pass standard is 70% overall. Students below threshold review the relevant OSHA 10 topic sections with the authorized trainer and complete a targeted 15-question re-quiz before the mock exam day.
4	Full Mock Certification Exam Day and Personalized Remediation	25	practice	Students will sit full-length, timed mock versions of all three credentials under simulated proctored conditions, score at or above each credential's pass standard, and complete a written post-exam action plan addressing any remaining gaps before their scheduled live exams.	Simulated exam day (Morning session): students sit a full-length GWO BST mock assessment followed by a full-length OSHA 10 mock assessment back-to-back under proctored conditions with no notes, phones silenced, and a visible countdown timer; the instructor acts as proctor, collecting answer sheets at time, grading them during break, and returning scored reports with domain breakdowns before lunch. Simulated exam day (Afternoon session): students sit the full-length NCCER Wind Turbine Technician mock exam under the same proctored conditions; after time is called, the instructor guides a whole-class debrief using a projected answer key, explaining the trade reasoning behind the five most-missed questions across the group and reinforcing the elimination strategy for similar question types. Individual post-exam action plan: each student receives all three scored mock reports, updates their Exam Readiness Tracker with final mock scores, writes a structured one-page action plan specifying which domains still need work, which materials they will use (NCCER module, GWO syllabus section, OSHA topic), how many hours they will self-study before each live exam, and the date they have scheduled or will schedule each credential assessment; the instructor reviews and signs off on every plan.	Full-length GWO BST mock exam (50 questions), full-length NCCER Wind Turbine Technician mock exam (80 questions), full-length OSHA 10 mock exam (50 questions), all with separate answer keys and domain scoring rubrics; No. 2 pencils, bubble answer sheets, countdown timer, completed Exam Readiness Tracker from all lessons, action plan template	Three separate mock exam scores: GWO mock at 80% or higher overall, NCCER mock at 70% or higher overall, OSHA 10 mock at 70% or higher overall. Students who do not meet any one threshold must submit a completed remediation action plan and sit an additional targeted practice set in the deficient domain before the program awards the course completion signature. Action plan reviewed and signed by instructor within 48 hours of mock exam day.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Three-Credential Full Mock Exam Suite	Mock certification exam	100%	GWO Basic Safety Training mock: 80% or higher overall with no module below 70%. NCCER Wind Turbine Technician mock: 70% or higher overall with no module family below 60%. OSHA 10 mock: 70% or higher overall. Students who fall below any threshold on mock day must complete a documented remediation plan and pass a targeted re-quiz in the deficient domain(s) before the program issues a course completion signature.	Students sit all three full-length, timed mock credential exams back-to-back under proctored conditions that replicate actual testing environments, then submit a written post-exam action plan mapping remaining gaps to specific study resources and scheduled live exam dates. Scores are reported by domain so each student exits the program with a clear, evidence-based picture of their readiness for every live credentialing assessment. Score · Time management

Program completion

External credential: GWO Basic Safety Training; NCCER Wind Turbine Tech; OSHA 10

Students sit the GWO Basic Safety Training assessments administered through a GWO-accredited training provider, the NCCER Wind Turbine Technician written and performance evaluations administered through an NCCER-accredited assessment center, and the OSHA 10-Hour Outreach Training completion process delivered by an OSHA-authorized trainer. Pass standard: Credential issued by the body.

Back to Wind Turbine Technician · How the school gets authority to award these credentials