This unit of competency covers the skills and knowledge required to select raw materials for surface coatings. A surface coating is any liquid (e.g. solvent or emulsion-based) material applied to a solid surface for decorative and/or protective reasons.

This unit of competency applies to senior technicians, laboratory supervisors, research and development personnel, or those in similar roles who are required to apply in-depth physiochemical knowledge in order to evaluate and select coating components (resins, additives and pigments), and design solvent systems to meet surface coatings requirements/specifications.

This unit provides the underlying competency to select materials which may then be combined to make a decorative or non-decorative coating.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria ,and include the ability to:

evaluate resins, pigments and additives against specifications, including:

chemistry

structure

physical and chemical properties relevant to surface coating

modification reactions as relevant (e.g. alkyds)

impact on environment

benefits/costs

select materials for purpose

calculate the molecular weight of a polymer to determine the effects on the end product.

Evidence must be provided that demonstrates knowledge of:

characteristics and application of surface coating resins, including:

synthetic resins with drying oils

alkyd resins

modified alkyd resin

epoxy resins

saturated and unsaturated polyester resins

vinyl resin solutions

thermosetting acrylic resins

phenolic resins

characteristics and application of additives, including:

cellulose

nitrocellulose

cellulose esters

cellulose ethers

chemistry of raw materials

safety data sheets (SDS)

polymers used in surface coatings and their impact of the surface coating properties and applications

importance and impact of polymer functional groups

manufacturing techniques of alkyd resins

the effects of additives on the final properties of surface coatings

safety and environmental concerns in the use and handling of solvents

glass transition temperature of polymers and film forming mechanisms

the principles of emulsion polymerisation

the role and behaviour of solvents

the process of solvent evaporation used in formulating

the functions of pigments

reasons for the use of inorganic and organic pigments

key differences between organic and inorganic pigments

the performance properties of titanium dioxide (TiO2) pigments

the use of anti-corrosive pigments

the role and properties of extenders

overall, the reasons for the selection of raw materials when used in surface coatings

hierarchy of control

hazards that may arise in the job/work environment, and:

their possible causes

potential consequences

appropriate risk controls.

The unit should be assessed holistically and the judgement of competence based on a holistic assessment of the evidence.

The collection of performance evidence is best done from a report and/or folio of evidence drawn from:

a single project which provides sufficient evidence of the requirements of all the elements and performance criteria

multiple smaller projects which together provide sufficient evidence of the requirements of all the elements and performance criteria.

A third-party report, or similar, may be needed to testify to the work done by the individual, particularly when the project has been done as part of a project team.

Assessment should use a real project in an operational workplace. Where this is not possible or practical assessment must occur using a sufficiently rigorous simulated environment reflecting realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills.

Knowledge evidence may be collected concurrently with performance evidence or through an independent process, such as workbooks, written assessments or interviews (provided a record is kept).

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications associated with this unit.

The regulatory framework will be reflected in workplace policies and procedures and is not required to be independently assessed.

Foundation skills are integral to competent performance of the unit and should not be assessed separately.

Assessors must satisfy the assessor competency requirements that are in place at the time of the assessment as set by the VET regulator.

In addition, the assessor or anyone acting in subject matter expert role in assessment must demonstrate both technical competency and currency. If the assessor cannot demonstrate technical competency and currency they must assess with a subject matter expert who does meet these requirements.

Technical competence can be demonstrated through one or more of:

relevant VET or other qualification/Statement of Attainment

appropriate workplace experience undertaking the type of work being assessed under routine and non-routine conditions

appropriate workplace experience supervising/evaluating the type of work being assessed under routine and non-routine conditions

Currency can be demonstrated through one or more of:

being currently employed undertaking the type of work being assessed

being employed by the organisation undertaking the type of work being assessed and having maintained currency in accordance with that organisation’s policies and procedures

having consulted/had contact with an organisation undertaking the type of work being assessed within the last twelve months, the consultation/contact being related to assessment

conducting on-the-job training/assessments of the type of work being assessed

being an active member of a relevant professional body and participating in activities relevant to the assessment of this type of work

This section describes those language, literacy, numeracy and employment skills that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Operations