Elements and Performance Criteria

The range of variables relates to the unit of competency as a whole. It allows for different work environments and situations that will affect performance.
Where reference is made to industry Codes of Practice, and/or Australian/international standards, it is expected the latest version will be used.
This unit of competence describes the work conducted by skilled and experienced scientific glassblowers who design and manufacture glass apparatus and glass systems as part of their job.
Operations are performed in accordance with laboratory and/or enterprise procedures, and appropriate legislative requirements.

These procedures and requirements include or have been prepared from
industry Codes of Practice
environmental legislation and regulations
material safety data sheets
standard operating procedures (SOPs)
equipment manuals
equipment start-up, operation and shutdown procedures
calibration and maintenance schedules
quality manuals
enterprise recording and reporting procedures
production and laboratory schedules
material, production and product specifications.

Tools, materials and equipment may include
bench burner, hand torch and ribbon burners, gas supplies and gas economisers
glass working lathes
annealing ovens
measuring and recording equipment
hand tools, such as: carbon paddles and mandrels, range of forceps, glass tubing gauges, angle setting jigs, calipers, glass support rollers, brass shapers, carbon rods, glass knife, stainless steel gauze, vernier calipers and other measuring tools, strain viewer
mechanical glass cutters and saws
mechanical glass grinding equipment
special formula glasses
glass to glass and glass to metal seals.

Hazards may include
sharps, broken glassware
residues on used glassware, such as mercury
heat sources, such as burners and ovens
fluids under pressure (acetylene, oxygen)
glass dust
cuts associated with glass grinders and cutters
manual handling of heavy equipment and containers.

Safety practices may include
use of personal protective equipment, such as heat resistant gloves, safety glasses, goggles, face guards, coveralls, respirators, safety boots
correct labelling of reagents and hazardous materials
handling, and storing hazardous materials and equipment in accordance with labels, MSDS, manufacturer's instructions, enterprise procedures and regulations
regular cleaning and/or decontamination of equipment and work areas.

Health, safety and environment
All operations to which this unit applies are subject to stringent health, safety and environmental (HSE) requirements, which may be imposed through State or Federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between performance criteria and HSE requirements, the HSE requirements take precedence.
All operations assume the potentially hazardous nature of samples and require standard precautions to be applied. Users should access and apply current industry understanding of infection control issued by the National Health and Medical Research Council and State and Territory Departments of Health. All operations are performed in accordance with standard operating procedures.

The Evidence Guide describes the underpinning knowledge and skills that must be demonstrated to prove competence.
Critical aspects of competency
Competence must be demonstrated in the ability to perform consistently at the required standard. Candidates must be able to design and manufacture glass apparatus systems.

In particular the assessor should look to see that the candidate can:

interpret a brief, including design requirements and cost
prepare apparatus and system designs
incorporate appropriate design factors relevant to use requirements of apparatus
select appropriate grades of glass and components and prepare for use
apply basic theoretical knowledge of chemistry and physics and make relevant design conclusions
identify atypical situations and take appropriate action
communicate problems to either supervisor or outside service technician
record and report work results
follow correct OHS and GLP practice.

Underpinning knowledge

Competency includes the ability to apply and explain:

design principles for glass apparatus
types of glass (including special formula glass), their properties and applications
incompatible glass types
glass to glass and glass to metal seals
theoretical and practical knowledge of glasswork methods and procedures, including electrode sealing techniques and electrode placement in glass
basic theory of equipment operation and use for which design and manufacture is required
characteristics, capabilities and limitations of glassblowing techniques
relevant health, safety and environment requirements.

Assessment context and methods
This unit of competency is to be assessed in the workplace or simulated workplace environment.
It is strongly recommended that assessment is conducted through observation over time. The time frame must allow for adequate assessment of operation under all normal and a range of abnormal conditions. Where this is not practical additional assessment techniques must be used.

The following assessment methods are suggested:

inspection of examples of glasswork and workplace documentation completed by the candidate
analysis of the candidate's work records over a period of time to ensure accurate and consistent work is obtained within required timelines
feedback from peers and supervisors
oral/written questioning.
In all cases, practical assessment should be supported by questions to assess underpinning knowledge and those aspects of competency which are difficult to assess directly. Questioning techniques should suit the language and literacy levels of the candidate.

Interdependent assessment of unit

This unit of competency may be assessed with:

PMLSCIG503B Construct, modify and maintain high vacuum systems
PMLSCIG502B Perform glass coating, grinding and finishing operations.

Resource implications

Resources may include:

access to a scientific glassblowing facility, appropriate equipment, materials and procedures
access to more than one workplace or simulated learning environment if the primary workplace or learning environment is unable to provide a suitable range of equipment.

This competency in practice
A scientific glass blower, who works for a town gas company, has been requested by the research laboratory to design and manufacture a complex gas extraction train. The equipment will be used to burn town gas under a range of conditions and analyse the exhaust gases by bubbling them through a number of gas extraction bottles. The apparatus will be used around the plant and therefore it must be portable, small and contained within a safety box in the event that there is an explosion in the apparatus. After scoping the general design with the research staff, the glass blower prepared a detailed design with particular emphasis on the size and the technical requirements associated with the need for metal electrodes in glass and metal to glass seals. They also analysed the risks of an explosive air/gas mixture developing in the apparatus and the use of hazardous chemicals in the gas bubbling/extraction bottles. The glass blower selected the glass, prepared the glass blowing tools and equipment and constructed the apparatus according to the detailed design. They carefully performed the annealing operation given the complexity of the apparatus. They then liaised with the workshop staff who were building the box to contain the apparatus. Finally, the whole system was checked under operational conditions and handed over to the research staff.

The seven key competencies represent generic skills considered for effective work participation. The bracketed numbering against each of the key competencies indicates the performance level required in this unit. These are stand-alone levels and do not correspond to levels in the Australian Qualifications Framework (AQF).
Level (1) represents the competence to undertake tasks effectively
Level (2) represents the competence to manage tasks
Level (3) represents the competence to use concepts for evaluating and reshaping tasks.
Communicating ideas and information
(2)

Collecting analysing and organising information
(2)

Planning and organising activities
(2)

Working with others and in teams
(2)

Using mathematical ideas and techniques
(2)

Solving problems
(3)

Using technology
(3)