- MSAPMOPS100A - Use equipment
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MSAPMOPS100A Mapping and Delivery Guide
Use equipment
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | MSAPMOPS100A - Use equipment |
|---|---|---|---|
| Description | This unit covers the use of any item of equipment which is operated with limited application of knowledge. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit applies to all persons who have the responsibility for using equipment where they are not required to have any significant understanding of the equipment or the process.In a typical situation the operator may be using, for example, a packaged chilled water refrigeration unit to supply chilled water to the plant. The operator uses simple controls and responds to fault alarms built into the equipment. Even though the equipment may be very sophisticated (e.g. using high-speed compressors and computerised monitoring and control equipment) the operator interface is relatively simple. The operator is expected to simply regard this equipment as a black box – they may know what it does, but little detail on how it does it.This unit applies to an individual working alone or as part of a team or group and working in liaison with other shift team members and the control room operator, as appropriate.Where greater levels of understanding and interaction are required, then the appropriate 200 series technical unit should be used.This unit has been written to apply to fluids as well as solids and may be applied wherever ‘black box’ equipment is used. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | This unit has no prerequisites. | ||
| Competency Field | |||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Follow workplace procedures |
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| Element: Monitor and use the equipment/process |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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. | |
Overview of assessment | A holistic approach should be taken to the assessment. Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to: use the equipment for the specified purpose operate the equipment within the prescribed operating limits identify when the equipment is not operating as prescribed correctly monitor the equipment's operation report equipment malfunctions or problems according to procedures. Consistent performance should be demonstrated. For example, look to see that: standard procedures are followed deviations from desired conditions are recognised action specified in the standard procedures is carried out work is carried out safely. |
Assessment method and context | Assessment will occur on an appropriate item of equipment and will be undertaken in a work-like environment. Competence in this unit may be assessed: on a processing plant allowing for operation under all normal and a range of abnormal conditions in a situation allowing the generation of evidence of the ability to respond to problems by using a suitable simulation and/or a range of case studies/scenarios through a combination of these techniques. In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions. Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed. |
Specific resources for assessment | This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required. Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit. |
Minimal knowledge of the equipment and procedures but sufficient to recognise abnormal operating conditions and alert the appropriate individuals. Knowledge of organisation procedures and relevant regulatory requirements along with the ability to implement them within appropriate time constraints and work standards. Competence includes the ability for the practical completion of the job to: describe appropriate safety procedures concerning the operation of the equipment, procedures relating to the reporting of hazardous conditions, and appropriate shutdown procedures recognise a situation requiring action and take the action specified in the procedures, and report the situation as specified in the procedures. Language, literacy and numeracy requirements This unit has minimal literacy and numeracy requirements other than those required to start and stop the equipment and recognise common problems (e.g. reading gauges). |
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. | |
Standards and codes | Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used. |
Context | This competency applies to operators new to the job or operators at any level using equipment where significant understanding of the equipment or process is not required. It applies to any item of equipment which may be used in any sector. It may include: compressors (packaged plant) refrigeration (packaged plant) fans blowers portable generators air conditioning units other equipment with similar operating requirements |
Packaged plant | Packaged plant includes: all items of equipment which come in a 'ready to use' form, and are often skid mounted, portable or designed for use by untrained and inexperienced people |
Procedures | All operations are performed in accordance with procedures. Procedures mean all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards. |
Hazards | Typical hazards include: rotating components drive chains or belts hot or cold equipment parts dust, vibration, noise or fumes oil spills fuel leaks |
Corrective action | Taking appropriate corrective action includes: reporting to the appropriate people or such other specific actions which have been previously defined for specific occurrences |
Variables | Key variables to be monitored include: equipment production outputs equipment operating conditions operating temperatures and pressures |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Find out what is required for the job | |||
| Identify and follow appropriate procedures | |||
| Complete all reporting as required | |||
| Recognise and report anything unusual | |||
| Turn the equipment on and off as required by procedure | |||
| Monitor equipment throughout the job using measurements, readings and senses as appropriate | |||
| Recognise deviations from standard/desired conditions | |||
| Take appropriate corrective action |
Forms
Assessment Cover Sheet
MSAPMOPS100A - Use equipment
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
MSAPMOPS100A - Use equipment
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: