9) The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. .

The Evidence Guide forms an integral part of this Unit. It must be used in conjunction with all parts of this unit and performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment

9.1)

Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. In some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy.

Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed.

The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be 'rich' in nature to minimise error in judgment.

Activities associated with normal everyday work influence decisions about how/how much the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

9.2)

Before the critical aspects of evidence are considered all prerequisites must be met.

Evidence for competence in this unit shall be considered holistically. Each Element and associated performance criteria shall be demonstrated on at least two occasions in accordance with the 'Assessment Guidelines - UEE07 '. Evidence shall also comprise:

A representative body of work performance demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to:

Implement Occupational Health and Safety workplace procedures and practices including the use of risk control measures as specified in the performance criteria and range statement

Apply sustainable energy principles and practices as specified in the performance criteria and range statement

Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements.

Demonstrate an appropriate level of skills enabling employment

Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures

Demonstrated consistent performance across a representative range of contexts from the prescribed items below:

Develop specifications for heat exchanger designs as described in 8) and including:

A

Interpreting compliance documents

B

Setting up and conducting appropriate examinations and tests

C

Identifying non-compliance defects

D

Reporting examination and test results and non-compliance issues clearly and accurately

Context of and specific resources for assessment

9.3)

This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:

OHS policy and work procedures and instructions.

Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this unit.

These should be part of the formal learning/assessment environment.

Note:

Where simulation is considered a suitable strategy for assessment, conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy.

Evidence should show demonstrated competency in developing specifications for heat exchanger designs.

Method of assessment

9.4)

This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'.

Note:
Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires assessment in a structured environment which is intended primarily for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit.

Concurrent assessment and relationship with other units

9.5)

There are no concurrent assessment recommendations for this unit.

7) This describes the essential skills and knowledge and their level, required for this unit.

Evidence shall show that knowledge has been acquired of safe working practices and developing specifications for heat exchanger designs.

All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies.

KS01-EJ149A Heat exchanger design

Evidence shall show an understanding of heat exchanger design, applying safe working practices and relevant Standards, Codes and Regulations to an extent indicated by the following aspects:

T1 Advanced thermodynamics

Heat transfer

Modes of heat transfer

Conduction through a flat plate, series flat plates, thick and

thin wall pipe, composite pipes (e.g. lagged pipes and drums)

Convection at a flat surface or tube

Radiation from a flat surface or tube for black or grey bodies

Combined conduction and convection through single or

multiple flat plates or thin wall tubes

Combined convection and radiation

Combined conduction, convection and radiation such as fluid

in a tank (convection to wall), through wall and/or insulation

(conduction) to outside air (convection and radiation)

Heat exchangers - parallel, counter flow and cross flow

Refrigeration/heat pump

Basic principles and terminology

Vapour compression cycle

Performance criteria

Types of refrigerant - designation, properties advantages and disadvantages

Refrigerant properties using the p-h diagram

Ideal vapour compression cycle on the p-h diagram

Energy balance and heat transfers in compressor, evaporator and condenser

Actual vapour compression cycle and variations from the ideal

pressure loss in lines and non-ideal compression

Superheating and subcooling with or without suction/liquid heat exchanger

Carnot principle applied to refrigerator and heat pump

Principles of evaporative refrigeration, absorption refrigeration, air cycle refrigeration and thermo-electric refrigeration

T2 Heater exchanger design

Concepts

Design parameters and limitations

Construction material and components

Testing requirements

8) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance.

This unit must be demonstrated in relation to developing specifications for at least two different heat exchangers.

Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1.