Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit of competency covers the ability to follow standard procedures for extracting precious metals from their host matrices in readiness for analysis. Fire pourers are expected to handle routine samples, recognise common sample preparation and cupellation problems and make standard adjustments to fluxes and firings. They are expected to seek advice from their supervisor when non-routine problems arise. |
Application of the Unit
Application of the unit |
This unit of competency is applicable to laboratory personnel working in the mineral assay industry sector. Industry representatives have provided case studies to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. These can be found at the end of this unit of competency under the section 'This competency in practice'. |
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Prerequisite units |
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Employability Skills Information
Employability skills |
This unit contains employability skills. |
Elements and Performance Criteria Pre-Content
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Plan work for shift |
1.1. Review job requests to identify the samples, preparation methods required for each and shift priorities 1.2. Identify hazards, safety equipment/procedures associated with samples, preparation methods, reagents and equipment 1.3. Plan parallel work sequences to optimise the throughput of multiple sets of samples during shift 1.4. Assemble all required equipment, materials, reagents and check they are fit for purpose 1.5. Check pots/cupels and discard those with faults and/or a record of high gold values 1.6. Check that fusion and muffle furnaces are operating at the specified temperatures |
2. Prepare sample racks for fusion |
2.1. Check samples against accompanying documentation and record/report any discrepancies 2.2. Conduct simple visual/chemical tests for each sample to assess the adequacy of prior sample preparation and possible presence of sulphides or other mineralogy 2.3. Weigh out the recommended amount of sample and add specified identifier to maintain orientation, as necessary 2.4. Weigh out flux components, mix thoroughly with the sample charge and transfer to recommended type/size of pot without loss of material 2.5. Place pots in racks 2.6. Record all required details of sample preparation to ensure traceability of samples 2.7. Seek advice to deal with any situation beyond scope of responsibility or knowledge |
3. Obtain acceptable buttons and prills |
3.1. Maintain sequencing in order to track samples, buttons and prills throughout the recovery process 3.2. Monitor furnace temperature/time to ensure complete sample fusion 3.3. Remove fused samples from furnace and pour into moulds with minimal loss of material 3.4. Recognise the need for repeat firings due to lead shotting and/or poor fusions 3.5. Separate slag and button with minimal loss of collector 3.6. Inspect buttons for matte, brittleness, size and malformed shape 3.7. Place acceptable buttons in muffle furnace using cupels that have been previously loaded and preheated 3.8. Regularly monitor furnace temperature/time/air flow to ensure efficient cupellation 3.9. Recover prills, check identifiers and inspect for contamination, losses and evidence of other precious metals 3.10. Complete and collate sample records before presenting prills for analysis |
4. Troubleshoot and correct common recovery failures |
4.1. Monitor all stages of recovery for indicators of potential loss 4.2. Recognise undesirable recovery conditions and decide whether the process requires correction 4.3. Apply an established corrective action and restart the process 4.4. Document any adjustments made to standard methods and re-sequencing of samples 4.5. Seek advice when problems are beyond scope of responsibility or knowledge |
5. Perform daily maintenance of assay equipment |
5.1. Grade and inspect pots using established criteria prior to storage for re-use 5.2. Report defective equipment and consumable requirements to appropriate personnel |
6. Maintain a safe work environment |
6.1. Use safe work procedures and protective equipment to ensure personal safety and that of others 6.2. Minimise the release of collectors to the work environment 6.3. Segregate and dispose of wastes in accordance with enterprise requirements |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This section describes the skills and knowledge required for this unit. |
Required skills |
Required skills include:
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Required knowledge |
Required knowledge includes:
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Evidence Guide
EVIDENCE GUIDE |
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The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Assessors should ensure that candidates can:
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Context of and specific resources for assessment |
This unit of competency is to be assessed in the workplace or simulated workplace environment. This unit of competency may be assessed with:
Resources may include:
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Method of assessment |
The following assessment methods are suggested:
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. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability. Access must be provided to appropriate learning and/or assessment support when required. The language, literacy and numeracy demands of assessment should not be greater than those required to undertake the unit of competency in a work like environment. |
This competency in practice |
Industry representatives have provided the case study below to illustrate the practical application of this unit of competency and show its relevance in a workplace setting. Mineral processing A laboratory routinely determines the 'total' gold concentration of its clients' samples. A technician is preparing a rack of samples for the day's first pour. He/she monitors the furnace temperature and assembles the necessary pots, cupels and other equipment. He/she checks the client's specifications for the first sample and notices that it is dark grey. The technician recognises that this colour often indicates a high sulphide content and follows the established procedure for adjusting the flux recipe and sample charge weight to compensate. He/she carefully mixes the sample and flux and places the pot in the rack, carefully noting its position. The technician prepares the remaining samples, blanks, and check samples according to requirements. A satisfactory fusion and pour is obtained for all samples except for one that shows some 'lead shotting'. The technician adjusts the flux and sample charge weight and repeats the process. The repeat sample provides an acceptable button. He/she cupels the button to separate the precious metal from the first collector (lead). The prill is placed in a numbered container for subsequent digestion and analysis by atomic absorption spectroscopy (AAS). |
Range Statement
RANGE STATEMENT |
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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. |
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Codes of practice |
Where reference is made to industry codes of practice, and/or Australian/international standards, it is expected the latest version will be used |
Standards , codes , procedures and /or enterprise requirements |
Standards, codes, procedures and/or enterprise requirements may include:
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Samples |
Samples may include:
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Client requests /documentation |
Client requests/documentation may include:
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Consideration of mineralogy |
Consideration of mineralogy may include:
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Assay equipment |
Assay equipment may include:
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Hazards |
Hazards may include:
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Safety equipment and procedures |
Safety equipment and procedures may include:
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Fluxes |
Fluxes may include:
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Pots |
Pots may include:
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Sequencing of pots in a rack |
Sequencing of pots in a rack may include
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Collectors |
Collectors may include:
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Criteria for an 'acceptable' button |
Criteria for an 'acceptable' button could include:
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Other precious metals |
Other precious metals may include:
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Separation of collectors |
Separation of collectors may include:
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Contamination and losses |
Contamination and losses may be caused by:
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Records |
Records may include:
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Indicators of potential loss and the corrective action |
Indicators of potential loss and the corrective action may include:
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Waste |
Waste may include:
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Occupational health and safety (OHS ) and environmental management requirements |
OHS and environmental management requirements:
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Unit Sector(s)
Unit sector |
Testing |
Competency field
Competency field |
Co-requisite units
Co-requisite units |
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