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 PMAOPS290, 'Operate a biotreater'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Operate a biotreater' 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 | Prepare for work | 1.1 | Receive and give shift handover |
1.2 | Identify work requirements | ||
1.3 | Identify and control hazards | ||
1.4 | Coordinate with appropriate personnel | ||
1.5 | Check for recent work undertaken on plant item | ||
1.6 | Note any outstanding/incomplete work | ||
1.7 | Check operational status of biotreater | ||
2 | Monitor and control the biotreater processes | 2.1 | Get information relevant to the operation of the biotreater |
2.2 | Complete routine checks, logs and paperwork taking appropriate action on unexpected readings | ||
2.3 | Keep feed as consistent as possible | ||
2.4 | Check performance of ancillaries, such as agitation | ||
2.5 | Recognise and interpret trends in biotreater data/appearance | ||
2.6 | Recognise the signs of potential and actual problems | ||
2.7 | Identify the consequences to the biotreater processes of the identified changes, trends and problems | ||
2.8 | Take appropriate action to minimise the impact of potential and actual problems | ||
3 | Ramp performance up/down | 3.1 | Anticipate significant changes in feed |
3.2 | Breed up/down biomass to prepare for change in feed by changing variables | ||
3.3 | Ramp changed feed at a rate suitable for the biotreater | ||
3.4 | Establish stable operation for new feed conditions | ||
4 | Maintain effectiveness of biotreater system | 4.1 | Monitor biotreater frequently and critically throughout shift using measured/indicated data and senses as appropriate |
4.2 | Identify impacts of any changes upstream and downstream | ||
4.3 | Recognise situations which may require action | ||
4.4 | Resolve routine problems | ||
4.5 | Take actions on other abnormal situations to make safe and have the situation resolved | ||
4.6 | Predict impact of a change in the processing plant on the biotreater and take appropriate action | ||
4.7 | Test trips and alarms as required in liaison with the panel operator | ||
5 | Manage impact of shutdowns on biotreater system | 5.1 | Identify type of shutdown required/occurring |
5.2 | Identify impact of type of shutdown on biotreater | ||
5.3 | Liaise with appropriate people for shutdown | ||
5.4 | Arrange to maintain adequate feed to biotreater for a short plant shutdown | ||
5.5 | Arrange to preserve adequate seed stock of microorganisms for long plant shutdown or shutdown of biotreater | ||
6 | Isolate and de-isolate biotreater | 6.1 | Complete any required pre-start checks |
6.2 | Start up/shut down biotreater according to the biotreater plant type and duty in liaison with other personnel | ||
6.3 | Isolate biotreater or components | ||
6.4 | Make safe for required work | ||
6.5 | Check biotreater is ready to be returned to service | ||
6.6 | De-isolate and prepare biotreater/components for return to service | ||