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 competency describes the work typically conducted by less experienced glassblowers.
Operations are performed in accordance with laboratory and/or enterprise procedures, and appropriate legislative requirements.

These procedures and requirements include or will have been prepared from
industry Codes of Practice
OHS and environmental legislation and standards
material safety data sheets (MSDSs)
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.

This competency includes ability to use tools and equipment, such as
bench burner, hand torch, micro torch and ribbon burners, gas supplies and gas economisers
dydinium glasses, polariscope
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
communication equipment.

Typical skills may include
working safely with glass
setting up and maintaining tools and equipment
using tools and equipment to perform basic glassblowing operations
using appropriate glass blowing hand manipulation techniques
cutting, heating, bending, shaping, sealing and related glass working techniques
minimising strain by using appropriate techniques
using coefficients of expansion appropriately
maintaining safe working pressures
storing glass appropriately
making and grinding components, such as stopcocks.

Typical problems include
temperature and strain problems
devitrification
non-uniform thickness of seals or joints
equipment problems
quality problems, such as poor optics, distortion, excessive breakage, non-uniform break pattern, incorrect cross bend, excessive bow, scratches and poor glass shape
loss of utilities.

Hazards may include
sharps, broken glassware
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 sample bags and containers.

Safe work 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
Competency must be demonstrated in the ability to perform consistently at the required standard, using basic bench/hand glasswork techniques and equipment to fabricate general glass apparatus.

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

can start up, set up and shut down equipment in accordance with work instructions
selects appropriate grades of glass and prepares them for use
optimises equipment operating parameters
maintains temperature and stress parameters
uses equipment to prepare items that meet specification
reports atypical results and problems to appropriate personnel according to enterprise procedures
records and communicate work results
follows correct OHS and GLP practice.

Underpinning knowledge

Competency includes the ability to apply and explain:

composition and nature of glass types
function and correct use of apparatus
basic chemical and physical concepts relating to properties and behaviour of glass
safe startup and shutdown procedures
critical material properties and appropriate glass working parameters
pre-heating procedures
basic theory of re-entry angles and stress points
setup and annealing/conditioning process
relationship of temperature and temporary and permanent stress
pre-annealing, annealing and post-annealing processes
potential quality problems
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 glasswork and workplace documentation completed by the candidate
analysis of work outputs over a period of time to ensure accurate and consistent work is obtained within required timelines
feedback from peers and supervisors
use of suitable simulation and/or a range of case studies/scenarios.
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
Although there is some overlap in the knowledge and skills in this unit with

Resource implications

Resources may include:

access to a scientific glassblowing facility, appropriate equipment, materials and procedures
a bank of case studies is required where these form part of the assessment method.

This competency in practice
A trainee glassblower has been requested by her/his supervisor to make 100 Pasteur pipettes for a university chemistry practical class the next day. The trainee selects the appropriate glass and type and cuts 50 lengths of glass (two pipettes per length). She/he then proceeds to pull points at the designated markings in the centre of the glass tube using the bench burner. At the conclusion of this operation, the pipettes are cut to the relevant length and then flared at the other end using a specially profiled carbon hand tool. The pipettes are then annealed to eliminate stress caused by the manufacture process. After inspection through a polariscope, the pipettes are delivered to the laboratory for use.

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 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
(1)

Collecting analysing and organising information
(1)

Planning and organising activities
(1)

Working with others and in teams
(1)

Using mathematical ideas and techniques
(1)

Solving problems
(1)

Using technology
(2)