Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver MEM18083, 'Handle fluorocarbon refrigerants according to regulations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Handle fluorocarbon refrigerants according to regulations' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Demonstrate knowledge of global warming and ozone layer depletion | 1.1 | Identify the role of the ozone layer in the earth’s climate and human health |
1.2 | Explain effects of global warming and consequences of ozone layer depletion | ||
1.3 | Explain role of ozone depleting substances (ODS) and synthetic greenhouse gas (SGG) emissions in global warming | ||
2 | Demonstrate knowledge of regulatory requirements in regards to fluorocarbon refrigerants | 2.1 | Explain ARC licence classes and relationship to HVAC/R equipment |
2.2 | Identify requirements to apply for a Refrigerant Handling Licence – Qualified Persons Licence | ||
2.3 | Explain licence period and procedures to obtain or renew a licence | ||
2.4 | Explain refrigerant coding and numbering system, including classification for toxicity and flammability | ||
2.5 | Identify the range of refrigerants covered by ARC licencing | ||
2.6 | Identify role of ODS and SGG handling licences and trading authorisations in refrigerant handling and disposal | ||
2.7 | Access information in the Australia and New Zealand Refrigerant Handling Code of Practice relating to specific work tasks | ||
3 | Determine job requirements | 3.1 | Identify job requirements from customer order, work specification or other enterprise procedure |
3.2 | Determine if required work includes risk of refrigerant emission | ||
3.3 | Check refrigerant handling equipment is available and serviceable | ||
3.4 | Plan work tasks to conform to regulatory requirements | ||
4 | Assess equipment and refrigerant status prior to commencement of work | 4.1 | Check refrigerant label on equipment and confirm refrigerant is appropriate for equipment |
4.2 | Adjust work plan to avoid any venting if refrigerant is unable to be positively identified | ||
4.3 | Identify if refrigerant is flammable and if so check for potential ignition sources and provide appropriate ignition source protection or elimination | ||
4.4 | Conduct visual check and other tests for gross leaks | ||
4.5 | Conduct other appropriate leak tests | ||
4.6 | Adjust work plan to include rectification of leaks | ||
5 | Apply regulations, codes and standards to refrigeration and air conditioning work | 5.1 | Apply regulations, codes and standards to installation, servicing, repair or decommissioning of equipment and systems |
5.2 | Establish or maintain appropriate ventilation and temporary flammable zone for equipment with flammable refrigerant | ||
5.3 | Set and locate gas detectors appropriately for type of equipment | ||
5.4 | Conduct leak testing according to regulations, codes and standards | ||
5.5 | Evacuate equipment according to regulations, codes and standards | ||
5.6 | Charge and recover refrigerants using prescribed methods and equipment | ||
5.7 | Ensure work on piping, valves and gauges is consistent with regulations, codes and standards | ||