Materials to be cut are carbon steel pipe - schedule 40. (Seamed and Seamless) in the material groups 1, 2, 3, and 11 according to ISO (TR) 15608.
Nominal Bore (NB) - 150mm diameter and upwards.
Wall thickness: minimum - 7.1 mm.
Visual identification of cutting defects includes but is not limited to incorrect cutting speed, angle, burned edges, flame and pressure setting, nozzle height, etc.
Cleaning of cuts includes removal of scale, spatter, soot and removal of sharp edges.
Cleaning tools can include wire brushes, chipping hammer, chisels, etc.
Statutory requirements shall include Safety, Health and Environmental Act and local authority requirements.
Work site procedures include but are not limited to written and/or verbal procedures.
Formal, informal learning and RPL can be obtained for this unit standard under limited supervision.
Level (for level 3)
A learning programme leading to the award of this unit standard should develop learners who demonstrate:
A range of well-developed skills.
An ability to offer a significant choice of procedures.
Some relevant theoretical knowledge.
An ability to interpret available information.
An ability to respond to familiar problems.
An ability to function with significant responsibility.
|This unit standard replaces unit standard 14705, " Cut material using the oxy-fuel pipe cutting device ", Level 3, 10 credits.
This prior learning may be assessed through RPL, and can be used by the learner to make it easier to obtain the outcome of this Unit Standard.
Integrated assessment methods and tools will allow the candidate to demonstrate that she/ he has acquired knowledge of and can safely and effectively apply competence identified in this unit standard. These tools may include the following:
In-situ (on-the-job) observations.
Structured group discussions.
Written reports (e.g. tests, exams, case studies, projects, registers, logbooks, workbooks).
Verbal report backs (presentations).
Portfolios of evidence.
Projects (physical visits to industry-sites).
Working in teams.
These methods must be carefully selected based on the purpose of the assessment (For example, the written method of assessing knowledge or on-job demonstration of practical competence). The assessment must integrate a number of different methods in order to give the assessor reliable and valid proof of competence and evidence of required attitudes.
Safety Health and Environment Act.
ISO 5817 (Visual Inspection).
Resource material related to this cutting 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 an assessment at title level is 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.
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