|The ranges as indicated under the specific outcomes determine the scope and level of this unit standard.
However, for the purpose of assessment, pneumatic systems include but are not limited to:
Compressors and related components.
Service units (pressure regulators, filters, water traps, lubricators).
Linear and rotary actuators.
Various actuation methods (Electric, mechanical, pilot-actuation).
Flow control and measurement.
Pressure regulating devices.
Pipe and hose connections and fittings.
Fundamental concepts include but are not limited to:
Classification of flow.
Pressure, work and power.
Energy and power, rate of flow and piston travel.
Environment contexts include but are not limited to:
Manufacturing and Engineering (Metals, Plastics, Tyre and Rubber, Electrical Power Generation, Automotive Manufacturing).
Chemical and Petrochemical.
Transport (Maritime, Road, Rail and Aviation).
Civil Engineering and Construction.
Food and Beverages.
Other engineering-related industry sectors.
The learner should be able to:
Work autonomously with minimal supervision and according to worksite and manufacturer specifications and occupational safety, health and environmental legislation.
Work in a workshop, plant or underground environment with varying levels of light, space and safety risks.
Work in a team environment.
|Names and functions of:
Consumables, lubricants, cleaning agents used.
Equipment on which maintenance is performed.
Compressors and pneumatic components.
Air systems and circuits.
Attributes, descriptions, characteristics and properties:
End users for the purpose of system design.
Sensory cues (what I see, hear, smell, feel) utilised for identifying problems during system maintenance.
Making system safe.
Performing system maintenance.
Following maintenance schedules.
Designing simple systems.
Adhering to system design principles.
Adhering to safety, health and environmental legislation.
Processes, events, causes and effects, implications:
Implications of overlooking system maintenance.
Acquiring consumables and cleaning agents.
Performing system maintenance.
Implications of overlooking design fundamentals.
Implications of not adhering to safety, health and environmental legislation.
Making pneumatic power system safe.
Procedures and techniques:
Making system safe.
Performing visual inspections.
Identify and select required components.
Designing a basic system.
Reporting on system operation.
Handling and storage of components.
Isolation technique and procedures.
Regulations, legislation, agreements, policies, standards:
Applicable safety, health and environmental protection legislation.
Applicable company policies and procedures.
Theory: Rules, principles, laws:
Hazards of working with systems under pressure.
Pneumatic power and Pascal's Law.
Applicable quality assurance fundamentals.
Relationship between pneumatics and the production process.
|Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessments at title level are unmanageable, it is necessary to then focus assessment around each specific outcome, or a group of specific outcomes.
Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
All assessments should be conducted in line with the following well documented principles of assessment: Appropriateness, fairness, manageability, integration into work or learning, validity, directness, authenticity, sufficiency, openness and consistency.
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