|The ranges as indicated under the specific outcomes determine the scope and level of this unit standard.
However for the purpose of assessment, valves include but are not limited to:
Directional control valves.
Pressure control valves.
Flow control valves (example shut-off valves, rotary valves).
Types of valves include but are not limited to globe, gate, diaphragm, relief, non-return, butterfly, ball and foot valves.
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 is generally, but not exclusively, carried out in a team environment.
|Names & functions of:
Types of valves and components.
Tools and equipment used in the valve maintenance process.
Flow processes and testing procedures.
Attributes, descriptions, characteristics & properties:
Typical valve faults and defects.
End users of valves.
Valve equipment and components.
Characteristics of different types of valves.
Sensory cues (what I see, hear, smell, feel) utilised for identifying valve related defects and non-conformances and the causes thereof.
Preparing site and equipment for maintenance process.
Quality checks and procedures.
Identification of wear patterns on components.
Verifying pressure relief level.
Pressure testing and setting.
Sealing and/or locking on completion.
Processes, events, causes and effects, implications:
Implications of non-conformance.
Causes of and implications of not relieving pressure.
Causes and responses to common problems.
Maintenance sequence and process.
Implications and consequences of situations such as, e.g. using poor quality, damaged or faulty equipment in the maintenance process, delaying reports about problems in work area.
Procedures and techniques:
Ensuring system is safe.
Identifying component defects.
Maintaining valve components.
Pressure testing and settings.
Preparing consumables, replacement components/parts for maintenance.
Quality checks and procedures.
Regulations, legislation, agreements, policies, standards:
Applicable safety, health and environmental protection legislation and standards.
Applicable company policies and procedures.
Theory: rules, principles, laws:
Applicable mechanical theory relating to the maintenance of valves, e.g. torque, pressure.
Applicable mathematical concepts.
The relationship of valve maintenance to the production process.
|Notes to Assessors:
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, then focus assessment around each specific outcome, or groups 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.
Recognition of Prior Learning:
Credits may be obtained by applying to an accredited/approved training provider/institution in order to have prior learning recognised in lieu of past work experience. Past experience must relate to the specific outcomes contained within this unit standard. The ensuing assessment of candidates seeking recognition of prior learning should not be so onerous as to deter them from doing so.
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