|Names and functions of:
Gas tungsten arc welding equipment.
Welding consumables, eg. classification of electrodes, shielding gases, etc., as stipulated in the welding procedure specification, where applicable.
Personal protective equipment.
Various groupings of metals.
Attributes, descriptions, characteristics and properties:
Properties and grouping of different steels.
Safety hazards associated with welding.
Characteristics of electricity.
Weldability of different steels.
Shrinkage, residual stress, distortion.
Inert gases and principles of oxidation.
Smell indicating overheating equipment.
Observing, listening during welding operations.
Gas tungsten arc welding.
Reporting incidents and conditions.
Checking completed weld.
Processes, events, causes and effects, implications:
Causes of hazards and responses to them.
Causes of defects and responses to them.
Overview of fusion welding processes.
Implications of not preparing workpiece before welding.
Shrinkage, residual stress, distortion.
Misuse and mishandling of consumables.
Procedures and techniques:
For eliminating, isolating or minimising welding hazards.
Procedures for preparing materials before welding.
Recording and reporting procedures.
Inspection and testing.
Regulations, legislation, agreements, policies, standards:
Health and Safety.
Safe working in the fabrication shop.
National and international standards related to the inspection of completed work.
International standard for the grouping of metals.
Theory: rules, principles, laws:
Applicable to properties of materials.
Weldability of steels.
Relationship between grades, section thickness and mechanical properties of steel and welding parameters.
Relationship of the mechanical properties of welded joints with carbon content and cooling rate following welding.
|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.
This unit standard may be obtained through RPL. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification.
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