Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Codes of practice/standards
Where reference is made to industry codes of practice, and/or Australian/international standards, it is expected the latest version will be used.
Scientific techniques and principles of cooling phase diagrams relate to
Equilibrium phase diagrams
Non-equilibrium phase diagrams
Effect of temperature and alloying elements on structural changes
Structures of homogenous and cored dendrites
Structures of columnar and equiaxed grains
Eutectic, eutectoid and peritectic reactions

EVIDENCE GUIDE
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 the Training Package.

Overview of assessment
The person will be able to interpret binary phase diagrams. Assessment may be by workplace project, case study or suitable alternative.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
It is essential that competence is demonstrated in the ability to:
recognise and use correct scientific terminology in regards to phase diagrams
source phase diagrams and other reference material from internal or external sources
use phase diagrams to interpret intermediate and final phase structures of binary alloys
Relationship to other units
This unit may be assessed concurrently with other relevant units.
Assessment method and context
Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the elements, performance criteria, skills and knowledge. A holistic approach should be taken to the assessment.
Assessors should gather sufficient, fair, valid, reliable, authentic and current evidence from a range of sources. Sources of evidence may include direct observation, reports from supervisors, peers and colleagues, project work, samples, organisation records and questioning. Assessment should not require language, literacy or numeracy skills beyond those required for the unit.
The assessee will have access to all techniques, procedures, information, resources and aids which would normally be available in the workplace. The method of assessment should be discussed and agreed with the assessee prior to the commencement of assessment.
Resource implications
This section should be read in conjunction with the range of variables 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.