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 is relevant to technicians who may work individually or as part of a team.

Legislative and regulatory requirements may involve
National Parks
Australian Quarantine and Inspection Service
local government
customs
heritage
threatened species.
Staff include the curator, conservator, design exhibition project officer and project manager.

Requirements of a display plan may include
purpose - public display or part of a collection for research purposes
length of time - permanent or temporary
accessibility - static or interactive
type - diorama, live or preserved specimens, additions to existing showcase
2- or 3-dimensional
exclusion of pests
specific features of the specimen to be demonstrated
lighting that is sympathetic to the conservation of the specimen
security - particularly for valuable, vulnerable or irreplaceable specimens
user friendliness for both visitors and maintenance staff.

Collection may include
collecting live specimens from the wild
accessing specimens from existing collections in the base or other institutions
netting, trapping, light traps
use of euthanasia techniques, such as shooting, stunning, anaesthetics, gases, chemicals.

Hazards may include
electric shock
microbiological organisms and agents associated with soil, air, water, animal tissue and fluids
solar radiation, dust, noise
chemicals, such as preservatives, stains
sharps, broken glassware and hand tools
flammable liquids and gases
cryogenics, such as dry ice and liquid nitrogen
disturbance or interruption of services
slips, trips and falls
manual handling, working at heights
crushing, entanglement, cuts associated with moving machinery or falling objects
pedestrian and vehicular traffic
vehicle and boat handling.

Hazard control measures may include
ensuring access to service shut off points
recognising and observing hazard warnings and safety signs
using material safety data sheets (MSDS)
labelling of samples, reagents, aliquoted samples and hazardous materials
handling and storage of all hazardous materials and equipment in accordance with labelling, materials safety data sheets and manufacturer's instructions
identifying and reporting operating problems or equipment malfunctions
cleaning and decontaminating equipment and work areas regularly using recommended procedures
using personal protective equipment, such as hearing protection, sunscreen lotion, gloves, safety glasses, face guards, coveralls, gown and safety boots
reporting abnormal emissions, discharges and airborne contaminants, such as noise, light, solids, liquids, water/waste water, gases, smoke, vapour, fumes, odour and particulates to appropriate personnel
following established procedures for handling animals.

Identification may include
collection access number
tags and labels on existing specimens
use of field guides, keys and taxonomic charts
collaboration with experts.

Suitability of specimen may include
whole or part
sex, age, breeding condition
type, characteristics
level of preservation
whether dead or alive
inclusion of features for identification, such as flowers, fruit, roots and leaves.

Data to be recorded may include
collection information, such as location, time, date, collector, behaviour, environment, depth, altitude, weather, habitat
reference photographs of the environment in the field
reference drawings to characterise colour, shape
identification number, collection access number, collection data base, catalogue details
ossification of bird skulls
characteristics of the specimen (for example)
standard measurements - mass, length, size
plumage characteristics - age, pattern, colour
flesh characteristics - skin tone, naked flesh texture, internal organs
sex
X-rays, scans
manual or electronic data.
Temporary preservation may include freezing.
Samples may include DNA, tissue, bone fragments, stomach contents.

Preparation for preservation may include
treatment of the specimen - dissection, mounting, pinning, use of backing boards, fixing, staining, colour retention, latex injection, vascular preservation
preparation of the display - painting, making of wet boxes, choice of vessel and storage fluid, planning of mould sections and lay up
maceration of tissue from skeletons by sand, invertebrates, cold or warm water, enzymes, physical removal, or chemical treatment.

Preservation may include
wet - whole mounts in formalin, tissue staining
dry - freeze drying, air drying, pressing, taxidermy, including exhibition quality mounts, study skins, tanning and plastination techniques, such as dry mounting of seeds, bird skins, pin mounted invertebrates, pressing of plants
skeletal - maceration, degreasing, bleaching, articulation, mounting or sectioning (eg whale skeletons)
mould and cast - alignate, plaster, stone plaster, polyester, latex, silicone, Vinamould, gelatine, urethane elastomers, glass and carbon fibre (eg fish, amphibians and reptiles)
embedding - encapsulation in clear plastic or resin, can be wet or dry techniques.
Detailing of specimens includes: cleaning, touch up and addition of false eyes.
Conservation involves minimisation of deterioration which can be caused by pests, light or humidity.

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. In particular, assessors should look to see that the candidate:

can select appropriate collection, preservation and display techniques to suit particular display requirements
can recognise, identify and collect suitable animal and plant specimens
stores and transports specimens safely while maintaining their wellbeing, viability and/or integrity, as appropriate
complies with all legislative, regulatory and enterprise requirements
can preserve and prepare animal and plant specimens for a range of display purposes
can complete a variety of displays that meet client and security requirements (could be part of a team)
keeps records to provide chain of custody of specimens and samples through collection, storage, preservation and display.

Underpinning knowledge

Competency may include the ability to apply and explain:

enterprise processes and procedures for creation of displays
classification/taxonomy/ flora and fauna recognition and identification methods
legislative limitations on collection of flora and fauna
principles of fixation and preservation
principles of a range of methods for preparing skeletal material
relevant health, safety and environment requirements.

Assessment context and methods
This unit of competency is to be assessed.

The following assessment methods are suggested:

review of display plans prepared by the candidate (or as part of a team)
examination of animal and plant display material prepared by the candidate
observation of the candidate collecting, preserving and mounting specimens
oral and written tests for relevant knowledge.
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:

PMLTEST521A Perform laboratory based ecological techniques.

Resource implications

Resources may include:

standard laboratory equipped with appropriate equipment, and reagents
enterprise procedures for the collection, storage, preservation, mounting and documentation of specimens and preparation of displays.

This competency in practice
A laboratory technician at a university botany school is required to prepare display material for practical class to study cycads. They look up the procedures manual and discuss the requirements of the class with the lecturing staff and then arrange to visit the botanic gardens and collect the required specimens with the curator. The specimens are identified, collected and labelled, transported back to the laboratory in water in a refrigerated van and displayed for the practical class to use the next day.
An exhibition project officer in a museum works in a team to design and create a display as part of an exhibition about spiders. It is decided that a display of live funnel web spiders in a perspex showcase would capture public interest. The project officer designs and makes the showcase taking note of the need to provide for: the environmental, feeding and security requirements of the specimens; the safety and information needs of the public; and the display's visual appeal and accuracy of the spider habitat. They liaise with a nearby reptile park to obtain the spiders for the duration of the display and prepare the necessary documentation.

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
(1)

Solving problems
(2)

Using technology
(2)