Start with the printed legend
Cable is printed every few feet along the jacket. A single readable section usually contains the manufacturer, the voltage rating, the conductor size, the insulation type, the shield description and any listing marks. Photograph two or three sections because print fades unevenly and one section is often scuffed.
Read the voltage class correctly
A legend showing 15 kV describes the insulation level, not the system voltage it was installed on. Common classes are 5 kV, 15 kV, 25 kV and 35 kV, with 2 kV and 8 kV appearing in older plant work. Record the number printed on the cable rather than the number on the drawings.
Identify the conductor and its size
Copper and aluminium look different at a cut end, and the legend usually states which. Size appears as AWG or kcmil, for example 4/0 AWG or 500 kcmil, sometimes with a conductor count for multi-conductor cable. If the end is sealed, photograph the seal instead of opening it.
Note the insulation and shield
Medium voltage cable is normally EPR or XLPE insulated with semi-conducting screens and a metallic shield, either tape or wire. The legend will say which. This detail matters because shield type and condition affect both reuse and handling.
Record the footage from the reel tag
Reel tags usually carry a starting and ending footage. Both numbers together give the remaining length. If the tag is missing, measure the wrap depth and the flange diameter and label the result clearly as an estimate.
Photograph the reel, not just the cable
Buyers need to see flange condition, banding, storage position and whether the reel can be lifted safely. One wide photograph of the reel and one close photograph of the legend is a better submission than ten photographs of the same jacket.
Do not cut or test to identify
Cutting a length to prove the conductor destroys footage and may expose insulation to moisture. Testing is work for qualified personnel on de-energised cable under the site's electrical safety programme. Identification does not require either.
