Teacher guide - Flexible Learning Toolboxes

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Teacher guide
H2Online Toolbox
Series 10 Flexible Learning Toolbox
Supporting resources for
Certificate III in Water Operations NWP30101
from the Water Industry Training Package NMP07
Version 1.0
flexiblelearning.net.au/toolbox
© Commonwealth of Australia 2007
The views expressed herein do not necessarily represent the views of the Commonwealth of Australia. This work is
copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process
without prior written permission from the Commonwealth. Requests and enquiries concerning reproduction and rights
should be addressed to Training Copyright, Department of Education Science and Training, GPO Box 9880 Canberra
City ACT 2601 or email copyright@training.com.au.
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Table of Contents
Introduction ...................................................................................................................................................... 1
This Teacher guide ........................................................................................................................................ 1
Related resources and where to find them .................................................................................................... 1
Water Industry Associations and Organisations ........................................................................................ 1
Metropolitan Water Utilities ........................................................................................................................ 1
Regional Water Utilities ............................................................................................................................. 1
Private Water Utilities ................................................................................................................................ 3
University Research Centres ..................................................................................................................... 3
Miscellaneous ............................................................................................................................................ 3
Education sites .......................................................................................................................................... 4
Qualifications ................................................................................................................................................. 1
Practical requirements ................................................................................................................................... 1
Access to computers ................................................................................................................................. 1
Access to a water utility workplace ............................................................................................................ 1
Hardware and software requirements ........................................................................................................... 2
Hardware ................................................................................................................................................... 2
Software ..................................................................................................................................................... 2
Customisation ................................................................................................................................................ 3
Customising a Toolbox for single unit delivery .......................................................................................... 3
Target audiences ........................................................................................................................................... 4
Learners/students ...................................................................................................................................... 4
Older demographic .................................................................................................................................... 4
Younger demographic ............................................................................................................................... 4
Lecturers/trainers/facilitators...................................................................................................................... 4
Organising structure, context and key features ........................................................................................... 6
Organising structure ...................................................................................................................................... 6
Units of competence ...................................................................................................................................... 6
The context .................................................................................................................................................... 8
Key features ................................................................................................................................................... 9
Resource Book .............................................................................................................................................. 9
Other features .............................................................................................................................................. 10
Navigation .................................................................................................................................................... 10
Teaching and learning strategy ................................................................................................................... 11
Approach to competency assessment ........................................................................................................ 12
Assessment strategy ................................................................................................................................... 12
Advice on getting started.............................................................................................................................. 13
Preparing yourself to use the material ......................................................................................................... 13
Preparing learners to use the material ........................................................................................................ 13
Suggestions ................................................................................................................................................. 14
Aspects learners may find difficult ............................................................................................................... 14
Suggestions for each unit............................................................................................................................. 15
Water quality in distribution systems ........................................................................................................... 15
Water treatment processes.......................................................................................................................... 15
Coagulation and flocculation ....................................................................................................................... 16
Sedimentation and clarification .................................................................................................................... 17
Chloramination disinfection ......................................................................................................................... 17
Laboratory testing ........................................................................................................................................ 18
Online teaching strategies ............................................................................................................................ 19
Collaboration and interaction ....................................................................................................................... 19
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H2Online strategies ...................................................................................................................................... 19
Mentors .................................................................................................................................................... 19
Induction/other workplace applications .................................................................................................... 19
Online portfolios ....................................................................................................................................... 19
M-learning ................................................................................................................................................ 19
Distance learning ..................................................................................................................................... 19
Communication activities ............................................................................................................................. 20
Starting together as a group .................................................................................................................... 20
Set group projects .................................................................................................................................... 20
Alternative ways of using the material ........................................................................................................ 21
Delivery and assessment tools .................................................................................................................... 22
Mapping – NWP317B – Control water quality in distribution systems ........................................................ 22
Mapping – NWP345B – Monitor, operate and control water treatment processes ..................................... 23
Mapping – NWP347B – Monitor, operate and control coagulation and flocculation processes .................. 25
Mapping – NWP347B – Monitor, operate and control sedimentation and clarification processes.............. 26
Mapping – NWP347B – Monitor, operate and control chloramination disinfection processes .................... 27
Mapping – NWP364B – Perform laboratory testing .................................................................................... 28
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Introduction
H2Online is a Toolbox that has relevance nationally for the water industry. Skills shortages in this
industry mean that employers are requiring employees to learn quickly and efficiently, with greater
flexibility, to upskill and gain qualifications.
H2Online provides learning resources and activities to assist flexible learning in a range of training
contexts including self-paced study, on-campus study and on-the-job training. This will benefit
remote and industry based learners who have little opportunity or time to travel to urban registered
training organisations (RTOs). It provides valuable and much needed resource material for project
based and workplace based learning in all locations. Urban learners can benefit from online
training as an alternative, or as a supplement to on-the-job training and/or face-to-face classes.
Facilitators can also use H2Online as a resource for on-campus delivery.
H2Online is a learning resource designed to meet the requirements for six competencies in the
Certificate III in Water Industry Operations. Learners will need to have access to a water industry
workplace to participate in the assessment processes.
This Teacher guide
This Teacher guide has been developed to support delivery of the Certificate III Water Industry
Operations. It explains all the activities the Toolbox contains, offers customisation options, and
suggests delivery strategies that can maximise the online learning experience, allowing the learner
to take full advantage of collaborative learning potential through facilitated discussions and
information sharing amongst groups of learners.
This Teacher guide is divided into sections:

general overview of the whole product

qualifications and competencies supported by the Toolbox

target audiences

underpinning ideas

Toolbox structure and key features

the approach to competency assessment

overview of the materials provided to support each competency unit

a discussion of the potential use of each task or activity sequence.
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Related resources and where to find them
The following websites may contain relevant additional information. Industry associations and
organisations have a range of useful resources, as do many water utilities.
Water Industry Associations and Organisations
Water Services Association of Australia
Water Industry Operators Association of Australia (WIOA)
Australian Water Association
Murray Darling Association Australia
Environment Business Australia
Waterwatch Australia – Community Monitoring
Australian National Committee on Irrigation and Drainage ANCID
VicWater Industry Association Inc
Metropolitan Water Utilities
ACTEW Corporation
Brisbane Water
Hobart Water
Hunter Water Corporation
Melbourne Water Corporation
Melbourne – City West Water
Melbourne – South East Water
Melbourne – Yarra Valley Water
Northern Territory Power and Water Authority
SA Water
Sydney Catchment Authority
Sydney Water Corporation
State Water NSW
Water Corporation of Western Australia
Regional Water Utilities
Albury City Council NSW
Aqwest Bunbury, WA
Barwon Region Water Authority Victoria
Berriwillock Water Quality Victoria
Bundaberg City Council Queensland
Busselton Water WA
Cairns Water Queensland
Central Highlands Water Victoria
CitiWater Townsville Queensland
Coffs Harbour City Council NSW
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Coliban Water Victoria
Dubbo City Council NSW
East Gippsland Region Water Authority Victoria
Esk Water Tasmania
Gippsland and Southern Rural Water Authority Victoria
Gippsland Water Victoria
Glenelg Region Water Authority Victoria
Glenorchy City Council Tasmania
Gold Coast Water Queensland
Gosford/Wyong Councils' Water Authority NSW
Westernport Water Victoria
Goulburn Valley Water Victoria
Goulburn–Murray Rural Water Authority Victoria
Grampians Region Water Authority Victoria
Hervey Bay–Wide Bay Water Corp Queensland
Ipswich Water Queensland
Launceston City Council Tasmania
Lismore City Council NSW
Logan Water Queensland
Lower Murray Region Water Authority Victoria
Mackay Water Queensland
Maroochy Water Services Queensland
MidCoast Water Taree NSW
Mudgee Shire Council NSW
North Coast Water Clarence Valley, NSW
North East Region Water Authority Victoria
North West Water Authority Tasmania
Portland Coast Region Water Authority Victoria
Power and Water Corporation NT
Queanbeyan City Council NSW
Redland Water and Waste Queensland
Riverina Water County Council Wagga, NSW
Rottenest Island Authority WA
Shoalhaven Water Nowra, NSW
South West Water Authority Warrnambool, Victoria
Sunraysia Rural Water Authority Victoria
South Gippsland Water Victoria
SunWater Queensland
Townsville CitiWater Queensland
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Tweed Shire Council NSW
Wannon Water Victoria
Western Water Gisborne, Victoria
Westernport Region Water Authority Victoria
Wide Bay Water Hervey Bay, Queensland
Wimmera Mallee Water Victoria
Wyong Shire Council NSW
Private Water Utilities
Australian Water Services
United Utilities
United Water
Veolia Water Australia
University Research Centres
Water Research Cluster – University of Adelaide
Advanced Waste Water Management Centre Qld
Centre for Water Research, University of WA
Water Studies Centre, Monash University
Centre for Water and Waste Technology, UNSW
Centre for Resource and Environmental Studies, ANU Canberra
Centre for Ecological Economics and Water Policy Research
CRC for Coastal Zone, Estuary and Waterway Management
CRC for Catchment Hydrology
CRC for Water Quality and Treatment
CRC for Waste Management & Pollution Control
CRC for Freshwater Ecology
Centre for Groundwater Studies, Flinders University
Miscellaneous
Government Water Organisations
Australian Government Environment Portal
Australian Local Government Info Network
Land and Water Australia
National Land and Water Resources Audit Australia
NSW Department of Land and Water Conservation
NSW Department of Commerce – ex Public Works and Services
Department of Natural Resources and Environment Victoria
Department of Natural Resources Queensland
Department of Water Resources South Australia
Water and Rivers Commission Western Australia
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Department of Primary Industries, Water and Environment Tasmania
Department of Lands Planning and Environment Northern Territory
Planning and Land Management Canberra ACT
Australian Greenhouse Office
Healthy Rivers Commission NSW
Other
Legislation (commonwealth and state)
WHO Guidelines Drinking Water Quality, 3rd Ed
Commonwealth Scientific and Industrial Research Organisation (CSIRO)
CSIRO Land and Water – Rivers and Estuaries
Urban Groundwater Database
Education sites
Water Education Network
Water – Learning and Living
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Qualifications
NWP30106 Certificate III in Water Industry Operations is a qualification for those responsible for
the operational management of water and wastewater resources and systems. To achieve this
qualification the candidate must demonstrate competency in 11 units comprising three core and
eight electives. There is no prerequisite to entry into the Certificate III in Water industry operations.
H2Online covers six electives.

NWP317B – Control water quality in distribution systems

NWP345B – Monitor, operate and control water treatment processes

NWP347B – Monitor, operate and control coagulation and flocculation processes

NWP348B – Monitor, operate and control sedimentation and clarification processes

NWP366A – Monitor, operate and control chloramination disinfection processes

NWP364B – Perform laboratory testing
Practical requirements
Access to computers
Ideally learners will have access to computers in the workplace and/or classroom. However
learners could also access computers at home, a resource centre or library.
Access to a water utility workplace
Learners will need to have access to a water utility workplace to participate in the assessment
processes.
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Hardware and software requirements
To use the resources in this Toolbox, you will need a computer with the following features.
Hardware

IBM® compatible with a 1000 MHz processor running Windows 2000, XP (including
Service Pack 2) or above, or

Apple Macintosh® with a 500 MHz processor running OSXv10.2.0 or above, with

128 Mb of RAM

800 x 600 pixel display

2 x ISDN (128k) T1 preferred

CD–ROM drive

Internet access

Sound card
or the Macintosh equivalent of the above.
Software

Internet Explorer® 6.0 or higher, or Mozilla Firefox® 1.5 or higher, or Safari ® 1.3 or higher

CD–ROM drive

Microsoft Word 97 or a similar word processing program to open and use downloadable
forms, checklists and worksheets.

Macromedia® Flash 7 Player – if you haven't got this plug–in, you can download and install
the latest free version from Macromedia® (http://www.macromedia.com/go/getflashplayer).

Adobe® Acrobat PDF Reader 6.0 – if you haven't got this plug–in, you can download the
latest free version from Adobe® (http://www.adobe.com/products/acrobat/readstep2.html).
Earlier/older versions of these applications could result in information being shown in an
unreadable form or not shown at all.
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Customisation
H2Online provides numerous opportunities for customisation.
For example:

The H2Online logos can be replaced by a company logo.

The procedures and worksheets are available in word format and can be customised.

Prepare contains information and resources which could be added to or deleted as
required.

Practise contains activities to test learners’ knowledge and understanding of information
and concepts. Many activities have been developed in Flash with an XML feed. It can be
customised easily. Additional quizzes and activities could be added.

Apply contains assessments and practical activities and projects to practise the skills
gained. These could be customised to specific projects. This would enable the skills to be
directly applied and assessed in learners’ own projects.

Trainers could select specific skills sets or tasks to build specific competencies required by
particular learners.
Customising a Toolbox for single unit delivery
If you only want to offer one or two units from the H2Online Toolbox, or limit access to certain units
and/or streams, you can simply disable the links to the units that you do not wish learners to
access. Always refer to the Technical guide.
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Target audiences
The Toolbox is designed to meet the requirements of the training package units of competence
(specified previously). It aims to meet many of the differing needs of individuals, enterprises,
training organisations, and industries, and addresses a range of work roles and functions carried
out by Water Operators. However, it is anticipated that learners undertaking Water Operator
training are most likely (but not always) to have limited experience in formal learning environments,
may be strongly put off learning by having to read large amounts of text, and probably respond
most positively to practical, workplace based activities.
Learners/students
Certificate III in Water Industry Operations is likely to become the standard qualification for water
industry operators. Therefore, learners will probably fall into one of two general profiles, either:

working in the water industry with substantial experience (older demographic), or

new to the industry (younger demographic).
Older demographic
Learners may:

already be working in the water industry and looking to upskill, or specialise

want to get their existing knowledge and skills recognised, and obtain a qualification

have a significant level of on-the-job experience and face mandatory training to meet
industry requirements of Certificate III in Water Industry Operations

have been identified as having language, literacy or numeracy problems

have limited experience using online learning but high level experience using equipment in
their workplace.
Older learners are likely to have limited experience with online learning and they may require
varying levels of support from the trainer. However, it is important to remember that while the
learners may have limited online learning experience, they are likely to be experienced users of
computerised machinery and control systems in the workplace.
These learners may move straight into the ‘practise’ or ‘apply’ sections or the workplace project.
Younger demographic
Learners may:

be new to the industry with little knowledge of the water industry

be commencing training after entering the water industry with little previous formal training

have been identified as having language, literacy or numeracy problems

not have the underpinning chemistry knowledge for the training.
Learners are likely to have limited experience with training, including online learning, and they may
require varying levels of support from the trainer. It is important, however, to remember that while
the learners may have limited online learning experience, they will need to be prepared to use
computerised machinery and control systems in the workplace.
These learners will require a more ‘scaffolded’ approach to their learning, working through the
Resource Book and the content prior to commencing the ‘practise’ activities and workplace
projects.
Lecturers/trainers/facilitators
The material has been written to be delivered in a range of contexts including:
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
team leaders/supervisors and or line managers who are involved in implementing learning
in the workplace and assessing its effectiveness

workplace trainers working in a one-to-one or group training situation

vocational trainers and/or assessors in an educational or workplace setting who deliver
training, conduct assessments, and issue qualifications.
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Organising structure, context and key features
Organising structure
There are six units of competency, and each unit is broken into four tasks (learning objects). The
tasks are generally:

Monitor and investigate

Sample and test

Operate and control

Record and report.
Within each of the learning objects there are three sections:

Prepare

Practise

Apply.
Navigation is driven by a Procedure which provides instructions about how to proceed.
The underpinning knowledge water operators need to inform competent action in the workplace is
provided in the form of a resource book, which is divided into four sections:

Background

Chemistry

OHS

Legislation.
Units of competence
The activities in H2Online are organised by units of competency.
Each unit is broken into four learning
objects (tasks).
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Task
On entry into the learning object, the learner
is directed to a problem. Once the learner
has acknowledged the problem, they are
given a brief overview and directed to a
procedure.
Each learning object contains three steps
with which the learner is able to engage,
depending on their learning needs.
Prepare
This section contains the procedure and
required actions.
Procedure
The procedure contains the instructions for
the task, as well as the ‘just in time’
underpinning knowledge that is required.
Required Actions contains the content,
aligned with the performance criteria and
range statement.
Worksheets are embedded in the content.
Worksheets provide relevant questions and
activities, which when completed and
collated should provide a substantial body
of evidence about the learner’s
competency.
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Practise
This section provides opportunity for the
learner to check their knowledge and
understanding of the content.
Apply
This section contains information about
application to a workplace. A link to the
worksheets is provided so the learner can
easily document their knowledge, and
include information gathered from the
workplace. It may also contain their
responses to questions and activities in the
apply area.
The worksheets are designed for the
learner to review and demonstrate their
knowledge, and to extend it by locating and
using the forms and work processes from
their own workplaces.
If learners collate the completed worksheets
for each learning object, they should have
sufficient evidence to demonstrate
competence (in conjunction with satisfactory
on-the-job performance) for each unit.
The context
Preliminary investigations into prospective learner characteristics suggest a down-to-earth,
utilitarian approach would be most successful. The methodology follows water treatment plant
processes closely; however, devices such as a simulated environment (eg Wisteria Waters
Treatment Works) have been deliberately avoided.
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To provide a relevant and authentic learning
context, the activities and resources in this
Toolbox are based in a water treatment
plant as represented by the SCADA panel.
In modern water treatment plants, the entire
water treatment process is monitored by a
computer system called a SCADA
(Supervisory, Control, and Data
Acquisition); the learning object level is
based on a SCADA. The SCADA panel
carries the metaphor of a water treatment
process through the learning object level.
The learner reviews the SCADA panel and
undertakes required actions as they
develop skills required for a water treatment
operator.
Key features
The key features of H2Online are the frequent use of graphics and interactions to impart the
required knowledge and understanding. This design decision was made with learner needs in
mind, to enable learning to be internalised as efficiently as possible, with the least amount of text.
Resource Book
The underpinning knowledge water operators need to inform competent action in the workplace is
provided in the form of a Resource Book, which is divided into four sections:

Background

Chemistry

OHS

Legislation
Available from all learning objects, the content in the Resource Book is accessible in two ways:

‘Just in time’ learning required for the unit and accessible from the procedure
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
The link to the Resource Book.
Other features
Other features of the Toolbox include:

a Guided tour

a Teacher guide

a Technical guide

Tasks (called Required Actions)

Procedures

Assessment

Glossary

Resources, including scenarios, documents, forms, videos, and photographs

Opportunities for discussion or collaboration.
Navigation
The H2Online Toolbox interface has been designed to make separation into individual learning
objects (disaggregation) quite a straightforward process. This meant that the Glossary and
Resources folder needed to be available from all learning objects. Access is readily available to the
Glossary and Resources folder throughout the Toolbox. For example, the content in the Resource
Book is accessible in two ways:

‘Just in time’ learning required for the unit accessible from the procedure

The link to the Resource Book.
When working through the tasks, some learners may find it useful to open the Glossary and/or the
Resources folder in another browser window so they are more accessible.
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Teaching and learning strategy
The teaching and learning strategy is predominantly project-based. It is centred on the workplace,
with a focus on carrying out day to day processes in a water treatment plant.
The learner is presented with a problem in an initial scenario and works through a set of required
actions. In the practise activity, the learner is asked to solve the initial problem. The Toolbox
replicates the process that is undertaken in the workplace.
If the learner completes the tasks in the worksheets (for each learning object) and compiles all the
responses to questions and activities including attaching copies of workplace procedures etc in a
folder, this should constitute (in conjunction with demonstrated on-the-job skills) sufficient evidence
of competence.
The learning process is guided by a ‘Standard Operating Procedure’, which explains how to go
about the tasks, and reinforces safe work processes. Learning activities (both practise activities
and the worksheets) have been designed to promote an holistic approach to water treatment plant
operations, integrated with real world issues and practices. This includes compliance with relevant
legislation and safe work procedures.
The built-in flexibility in this Toolbox has two streams. The first is its capacity to meet the needs of
a range of learners, from the novice to the experienced professional. This is accomplished through
the structure, and is illustrated below. The novice enters at Starting point 1, and draws on the full
range of resources provided. Starting point 2 provides for learners (possibly school leavers, or new
water operators) who have some underpinning knowledge, but need some support to attain
competency. Water operators seeking to refresh their knowledge may feel ready to begin at
Starting point 3. Starting point 4 is for experienced water operators who are seeking recognition of
prior learning.
Starting point 1
Starting point 2
No underpinning
knowledge
Scaffolded
Resource book
Prepare
Starting point 3
Try current knowledge
Practise
Starting point 4
Worksheets /
Project sheets/
assessment only
Apply
The second stream of flexibility is its capacity to be used by remote individual learners, alone or in
groups, and by groups of learners, who may be geographically distant to each other or together in
a workplace or classroom. This is elaborated upon later in the document.
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Approach to competency assessment
Assessment strategy
Assessment strategy for this Toolbox is based on the assumption that learners are working at a
water utility, or have access to a water utility, for example, in a ‘work experience’ capacity.
Assessment tasks have been developed under two categories.
The first category is formative assessment: in the practice area, tasks are online; they are graphic,
interactive and focussed on the underpinning knowledge required for common daily water operator
activities, such as identification of turbid water samples or ‘floc’ quality, or carrying out tests.
The second category consists of worksheets which are embedded in the content at relevant points
in the learning process. As stand alone learning activities, they focus on applied knowledge and
workplace processes, for example, recognising process locations at the plant, using standard
operating procedures, identifying control processes, and explaining legislative requirements, eg
OHS.
The worksheets have been designed to be integrated together as a summative assessment, where
they may meet part or all of the requirements for competency achievement in the training package
unit.
Learners are asked to record responses to questions and activities in the worksheets. If learners
collate all the worksheets together, complete with all question responses, procedures, forms, or
photographs requested, they should have sufficient evidence to demonstrate competence (in
conjunction with satisfactory workplace performance).
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Advice on getting started
Here are some suggestions:

Read on for more information in this document

Take the guided tour

Talk to someone who has used this Toolbox before

Dive in and see what happens!
Preparing yourself to use the material

Allocate adequate time to familiarise yourself with the Toolbox and its resources, so you
can properly support your learners. Lecturers have reported the greatest success when
they had familiarised themselves with the Toolbox, integrated it with their course,
developed student activities and additional material and thus confidently guided the
learners through using the resource.

It is recommended that you integrate the Toolbox into your teaching approach, just as you
would with other learning resources. Few learners thrive when left alone to learn by
themselves, but generally respond best when they use new media as part of an overall
teaching strategy that is well structured with adequate ‘coaching’ type support.

Plan ahead and obtain management support (particularly in relation to physical
requirements), set realistic timeframes for implementation and gain support from the
learner’s employer.

Make sure that you are aware of legislation which may impact on flexible delivery of the
Toolbox. For example, learners working at home, traineeship agreements, apprenticeship
agreements and enterprise-based arrangements.
Preparing learners to use the material

Provide orientation to the Toolbox in a practical, face-to-face session with learners actually
using the Toolbox. Encourage them to work through the Toolbox guided tour, so they can
familiarise themselves with the resources used in the activities.

Introduce learners to the language of the internet, using email, sending and receiving
attachments, using web browsers, and using web forums and chat systems. Some may
already have these skills, but others may not.

If you want to have learners participate in collaborative activities using the discussion
forum, you will need to set up discussion threads prior to commencing the activity. Learners
will need to be advised of these requirements if you have not included instructions in the
Toolbox content.

If you are delivering the program online, email will be the primary method of communication
with your learners, so ensure that you have a clear system of email folders for managing
the traffic. You should also encourage learners to use the discussion board to ask for
assistance if they are unsure of where to find a resource. You may need to provide
instructions to the learners on how to use communication tools such as email, discussion
board or chat.

Send a weekly email to all learners with reminders of the tasks that should be completed,
the tasks in progress, and reminders for times of chats or forums during that week. Alerting
learners to activities for which they should be undertaking individual learning prior to a
group activity in the week to come can also be helpful. You might comment on the quality of
work in the preceding week and provide tips and encouragement for the task at hand.

Plan ahead and be clear to learners by setting targets for learning so they know what to do
and when to do it. These can help you with your ‘online lesson’ planning.
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
If you manage a very large group of learners, create a sense of community online by setting
up study groups of 4 – 8 students, all of whom begin the unit at more or less the same time.
This makes it easier for learners to gain the social benefits of learning and to form networks
as they study.

Once you have set up the study group, facilitate an online ‘icebreaker’ activity when
learners start the skill set. This can even be used for on campus groups learning to use an
online environment as part of their classroom activities.

If you intend your learners to collaborate online (using email, a learning management
system, or a web discussion board) it’s important to give them a chance to get familiar with
each other by using the medium, before they get down to the serious part.
Suggestions

Go to www.thiagi.com for some ideas. Follow the link to Freebies, then to Training games.

At the coalface – focusing on a particular topic eg the importance of safety, learners tell
each other about their own experiences at work. The questions you set for the group should
also encourage some critical reflection, eg ‘What would you do differently?’

WebQuest – learners find good websites on a particular topic. The chief idea of a web
quest is to search for answers to a problem or a ‘quest’ on the net and then feed that back
to the group either informally or in a report. This can be through discussion, contributions
to a wiki or a group report assembled via instant messaging and emailing contributions in a
text document. The facilitator can set different groups to research different aspects of a
problem or workplace practice. This is a good way to develop web research skills and
collaboration skills at the same time.

Workplace research – use team research to get students to look at a particular
issue/problem/process in their workplace(s). Put learners in 'mini-teams' then get them to
report back to the larger group.

Peer review – student’s team up with a study buddy and give structured feedback on each
other’s work on the task. Useful to encourage group collaboration and support, and to
practise the important skill of giving and receiving feedback. Use the process of
Praise-Improvement-Praise to facilitate this:
Aspects learners may find difficult
H2Online contains tasks that learners may submit for assessment or for evidence of prior learning.
In the process of collecting such evidence learners most probably need to follow a certain set of
steps or procedures. Sometimes these steps require learners to perform things in a certain order,
otherwise when they submit their evidence, it will not be correct. There are situations (particularly
in H2Online) that require a learner to be in a ‘real workplace’ to perform a task and this will require
careful monitoring.
It would be useful to reinforce specific details about gathering evidence for the logbook so that
learners are prepared before they attempt such a task. Learners may require several attempts to
get this task right.
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Suggestions for each unit
Water quality in distribution systems
This unit covers general water quality issues in distribution systems. In this Toolbox, the concept
‘distribution systems’ refers to the collection of water and transport of water to the water treatment
plant, then the distribution of potable/drinking water to the customer. The water treatment
processes are not dealt with as they are covered in the other units.
The definition of ‘distribution systems’, is broad to cover the many different contexts that water
quality operators work within across Australia.
The content provided covers a broad range of water quality challenges often found in various parts
of a distribution system. This content should be contextualised into the local area by identifying
local water quality issues.
Students would be expected to have a general knowledge of science and a reasonable level of
chemistry knowledge (much of this is covered in the Resource Book)
Some students may need a higher degree of support to deal with these concepts. For example,

students with literacy and/or language difficulties

students who have had little exposure to science/chemistry.
Options for use

This content could be used in conjunction with field trips to identify water quality issues
discussed.

Lecturers could incorporate news items from local media about water quality to provide a
rich resource to support the learning materials.

Learners could work through the tasks independently and at their own pace.

Learners could be referred to this resource for update or revision as required by the
demands of a current project or in the course of the units of study.

The Toolbox could be available to learners for their own information or revision purposes.

The Toolbox could be made available to experienced water operators who may need to
revisit specific aspects of water quality.

As there is a significant amount of technical information included in the unit, this could be
used as a workplace resource to refer to.
Water treatment processes
This unit covers the four critical control points within water treatment processes:

the pre-treatment process

chemical dosing processes

solids separation processes

disinfection and post treatment processes.
This unit provides an overview of water treatment processes and how potable/drinking water is
achieved in Australia. This unit could be used as an overall orientation (ie stand alone) or as an
introduction to the other units within the Toolbox. For example, use the learning object ‘chemical
dosing’ as an introduction to ‘coagulation and flocculation’, which deals with the chemical dosing
processes in much more detail.
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The later units of coagulation and flocculation, sedimentation and clarification, and chloramination
disinfection are dealt with as separate units (and processes). Therefore within the units there is
little room to taken an holistic approach to the treatment of water. This unit provides an opportunity
for lecturers to reinforce the integrated nature of water treatment that the other units may not
provide.
The content provided covers a broad range of water treatment processes. This content should be
contextualised by identifying local treatment plant approaches, forms, documents, control systems
and equipment.
Some students may need a higher degree of support to deal with these concepts. For example
students with literacy and/or language difficulties.
If a student presents issues in dealing with the content, this would signal that they would also
require more support in approaching the units in the Toolbox which cover the control point in more
detail.
Options for use

This content could be used in conjunction with field trips to identify approaches to water
treatment covered by local plants.

Lecturers could incorporate news items from local media/government agencies about water
quality to provide a rich resource to support the learning materials.

Learners could work through the tasks independently and at their own pace.

Learners could be referred to this resource for update or revision as required by the
demands of a current project or in the course of the units of study.

The Toolbox could be available to learners for their own information or revision purposes.

The Toolbox could be made available to experienced water operators who may need to
revisit specific aspects of water quality.

As there is a significant amount of technical information included in the unit, this could be
used as a workplace resource to refer to.
Coagulation and flocculation
This unit covers the chemical dosing processes association with coagulation and flocculation.
In this unit, the chemistry of the coagulation and flocculation process is emphasised. Therefore, the
level of student support required may be greater for students that don’t have a science
background.
Some students may need a higher degree of support to deal with these concepts. For example
students who have lower levels of literacy and/or language skills, in particular technical literacy and
oral communication skills.
Options for use

Lecturers could use the chemistry section of the Resource Book to introduce the concepts
covered in the unit.

This content could be used in conjunction with field trips to identify approaches to water
treatment covered by local plants.

Learners could work through the tasks independently and at their own pace.

Learners could be referred to this resource for update or revision as required by the
demands of a current project or in the course of the units of study.

The Toolbox could be available to learners for their own information or revision purposes.
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H2Online Teacher guide

The Toolbox could be made available to experienced water operators who may need to
revisit specific aspects of water quality.

As there is a significant amount of technical information included in the unit, this could be
used as a workplace resource to refer to.
Sedimentation and clarification
This unit covers the solids separation processes association with sedimentation and clarification.
In this unit, the numeracy of calculating the hydraulics of sedimentation tanks is emphasised.
Therefore the level of student support required may be greater for students that have:

lower levels of literacy and/or language skills, in particular technical literacy and oral
communication skills.

low levels of numeracy.
The concepts outlined in this unit, require support in the technical, procedural and systems aspects
of literacy and numeracy.
Options for use

While area, volume and other calculations are included, students may require pre-teaching
to ensure that these concepts are integrated into the broader water treatment processes.

This content could be used in conjunction with field trips to identify approaches to water
treatment covered by local plants.

Learners could work through the tasks independently and at their own pace.

Learners could be referred to this resource for update or revision as required by the
demands of a current project or in the course of the units of study.

The Toolbox could be available to learners for their own information or revision purposes.

The Toolbox could be made available to experienced water operators who may need to
revisit specific aspects of water quality.

As there is a significant amount of technical information included in the unit, this could be
used as a workplace resource to refer to.
The environment aspect of sludge disposal are not dealt with in the Toolbox. This would make an
interested case study and/or field trip.
Chloramination disinfection
This unit covers the disinfection processes of chloramination. While chlorine as a disinfectant is
mentioned, the broader focus is on chlorine and ammonia addition as a process in its own right.
In this unit, there are several key issues:

Because of the high risks associated with using toxic substances for disinfection, the OHS and
public health risks are emphasised.

Because of specialised training required in these areas, detailed information is not included
about PPE, changing cylinders etc. It is critical for the lecturer to consider the individual
workplace, organisation, procedures, public and local suppliers when delivering this unit.

There is ongoing public debate and academic research about the potential for harmful
disinfection by-products. These issues aren’t dealt with in this unit. It is up to the lecturer to
gauge if it is appropriate to include any level of public debate, and contextualise this unit within
those.

Lower levels of literacy and/or language skills, in particular technical literacy and oral
communication skills.
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
Low levels of numeracy.
The concepts outlined in this unit, require support in the technical, procedural and systems aspects
of literacy and numeracy.
Options for use

While area, volume and other calculations are included - Students may require
pre-teaching to ensure that these concepts are integrated into the broader water treatment
processes.

This content could be used in conjunction with field trips to identify approaches to water
treatment covered by local plants.

Learners could work through the tasks independently and at their own pace.

Learners could be referred to this resource for update or revision as required by the
demands of a current project or in the course of the units of study.

The Toolbox could be available to learners for their own information or revision purposes.

The Toolbox could be made available to experienced water operators who may need to
revisit specific aspects of water quality.

As there is a significant amount of technical information included in the unit, this could be
used as a workplace resource to refer to.
Laboratory testing
This unit covers the common tests used in the treatment of water. While the unit covers
laboratories of various sizes, smaller laboratories may not have the facilities referred to in the unit.
In this unit, the chemistry of the process is assumed. Therefore, the level of student support
required may be greater for students that don’t have a science background.
Some students may need a higher degree of support to deal with these concepts. For example
students who have lower levels of literacy and/or language skills, in particular technical literacy and
oral communication skills.
Options for use

Lecturers could use the chemistry section of the Resource Book to introduce the concepts
covered in the unit.

This content could be used in conjunction with field trips to identify approaches to water
testing covered by local laboratories.

Learners could work through the tasks independently and at their own pace.

Learners could be referred to this resource for update or revision as required by the
demands of a current project or in the course of the units of study.

The Toolbox could be available to learners for their own information or revision purposes.

The Toolbox could be made available to experienced water operators who may need to
revisit specific aspects of water testing.
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H2Online Teacher guide
Online teaching strategies
Collaboration and interaction
Toolboxes are designed to encourage learner collaboration through communication tools, for
example, social networking. To find a range of social networking tools, do a net search for 'social
software'. Social networking tools allow lecturers to assist learners to network with other learners
as they complete Toolbox activities, for example, asking learners to create networks by:

creating and sharing photos of their work using photo sharing software

creating and sharing media files capturing their work (eg mp3s or video files)

sharing their work in weblogs, (eg writing in their own blog or sharing mobile phone photos
in moblogs)

collaborating with others to develop documents (eg using wikis to put together a project
report)

creating and sharing bookmarks of sites they've found useful in research

sharing their evidence for assessment in social networking spaces on the internet.
It is anticipated, however, that this Toolbox will be used for some new water operators while they
are waiting for in-house water utility training programs which are dependent on minimum numbers
for delivery. This may mean that they are individual learners, working through the Toolbox on their
own.
H2Online strategies
In some settings, the following strategies may be very effective.
Mentors
Experienced water operators using the Toolbox to gather evidence for RPL could be matched as
mentors with new employees.
Induction/other workplace applications
Wikis or blogs could be used to develop a shared body of knowledge/experience/problem solving
to enhance group learning. This could be suitable in conditions requiring asynchronous
communications.
Online portfolios
Learner worksheets could be created and stored online instead of paper-based files.
M-learning
Mobile phones and PDAs could be used to assist in the compilation of evidence to go with
e-portfolios (eg photos of sampling locations or sampling results), or in blogs (eg photos of
problems/issues which need to be reported).
Distance learning
All these strategies could be used for a range of applications including:

delivery to remote and rural learners

to link a group of learners from the same organisation at different sites (eg Mount Gambier,
Adelaide and Renmark)

to link a group of learners from different organisations and locations (eg water operators
from Bangalore Water Supply and Sewerage Board, the Phnom Penh Water Supply
Authority, United Water NZ, and Sydney Water)
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H2Online Teacher guide
Communication activities
Starting together as a group

If learners collaborate or communicate online (using email, a discussion board, or an LMS)
it’s important to encourage them to get familiar with each other by using the medium, before
they start work.

Online icebreakers can be used in a computer classroom or with learners who are at
different locations.
Set group projects
Most of the ‘think about’ activities in the H2Online Toolbox could be used as group discussion
activities, either face to face (F2F), or online.
Generally, learners could:

work together to identify a similar problem/issue/opportunity that they will base their task
on, then work individually with their own work teams, and later report back to the group as
part of their own review process, or

work together if they are in the same organisation to identify a common
problem/issue/opportunity, and then work on it as a team within their organisation.
Some advantages of this approach are:

It can facilitate social learning, especially useful if students are geographically dispersed or
isolated

Learners gain practice using online communication tools in a practical task-focused way

It can allow students to practise skills of planning, collaboration, consultation and
networking required of a frontline manager

It can be integrated with assessment of underpinning skills such as communication skills,
and other key competencies.
Here are some practical suggestions for implementing group projects:

Limit teams to no more than three or four students.

Set a date for completion of the group project.

Consider asking students to write a self assessment and peer assessment of their
contribution to the group process – this will encourage students to reflect on their
collaborative skills, as well as providing you with more information if you are considering
using the group work as an assessment item.

Provide guidelines as to how you expect your students to collaborate, eg entirely online, or
through a mix of F2F meetings and online communication.
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H2Online Teacher guide
Alternative ways of using the material
As previously stated, this Toolbox can be used in a variety of ways.
H2Online learning resources and activities provide learning experiences suitable for a range of
training contexts including:

on-the-job training

on-campus

– self-paced study
– as a supplement in the classroom
independent learning
This flexibility ideally suits remote and industry based learners who have little opportunity or time to
travel to urban registered training organisations (RTOs) on a regular basis.
In many industries, remote learners are now assessed by qualified industry assessors who travel
to visit and observe learners demonstrating their competence in their own workplaces. The
Toolbox, supported by phone or email communications, and possibly in conjunction with
workplace-based resources and/or existing in-house training programs, could provide remote or
industry based learners an ideal alternative to the traditional classroom setting.
The Toolbox provides valuable and much needed resource material for project-based and
workplace based learning in all locations. Urban learners can benefit from online training as an
alternative, or supplement to on-the-job training and/or face-to-face classes. Facilitators can also
use H2Online as a resource for on-campus delivery.
For workplace training which depends on a threshold number of participants to be economically
viable, H2Online provides quality resources which new employees can use while waiting for
specialised company specific training.
In some cases, water operators will be experienced, reliable and knowledgeable in their work, but
they may not understand some of the underpinning chemistry, or may need reminding of
occupational health and safety or legislative requirements. The Toolbox contextualises workplace
practices, provides a detailed Resource book, for example, covering underpinning chemistry
concepts, and could be used for review or revision in this instance.
High school teachers involved in vocational programs or who are interested in introducing students
to water resource management may find parts of the Toolbox suitable for their students.
Persons involved in international projects focussed on water resource management and/or
infrastructure development may find the Toolbox suitable for adaptation for initial training
programs.
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Delivery and assessment tools
The following tools have been designed to support delivery of the units:

Mapping of the unit of competency to the location of the content in the Toolbox
The mapping enables navigation of the Toolbox content at a glance, and/or if the Toolbox is disaggregated or used for ‘gap training’, it provides a
handy tool for managing content.
Mapping – NWP317B – Control water quality in distribution systems
1. Identify and locate water quality problems
1.1 Conduct monitoring of water quality according to organisational and statutory requirements.
Locate water quality problems
1.2 Investigate water quality problems and identify the cause according to organisational
requirements.
Identify water quality problems
1.3 Collect, analyse and report system data according to organisational requirements.
Locate water quality problems
1.4 Collect, label and record samples according to organisational requirements.
Locate water quality problems
1.5 Correctly select, fit and use required safety equipment, including personal protective
equipment.
Resource Book – OHS
2. Respond to water quality problems
2.1 Analyse incidents and apply incident management procedures to resolve water quality
problems.
Respond to water quality problems
2.2 Notify stakeholders of policies, procedures and plans.
Respond to water quality problems
2.3 Monitor the recovery of the system and measure recovery according to organisational
requirements.
Respond to water quality problems
2.4 Investigate and review results and take action according to organisational requirements.
Review response to water quality problems
3. Complete documentation
3.1 Report process faults according to organisational requirements.
Review response to water quality problems
3.2 Compile reports from system data according to organisational requirements.
Review response to water quality problems
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H2Online Teacher guide
Mapping – NWP345B – Monitor, operate and control water treatment processes
1. Monitor treatment plant performance
1.1 Carry out routine plant inspections according to the type of plant and organisational
procedures and statutory requirements.
Monitor and investigate in:

Pre-treatment processes

Chemical dosing processes

Solids separation processes

Post-treatment processes
1.2 Select and check equipment and correctly fit and use personal protective equipment.
OHS
1.3 Collect water and other process samples and conduct standard tests.
Sample and test in:
1.4 Collect, record and report process data according to organisational and plant requirements.

Pre-treatment processes

Chemical dosing processes

Solids separation processes

Post-treatment processes
Record and report in:

Pre-treatment processes

Chemical dosing processes

Solids separation processes

Post-treatment processes
2. Prepare chemical dosing
2.1 Use, handle and store chemicals according to organisational procedures and statutory
requirements.
2.2 Determine and prepare chemical dosing according to plant procedures and statutory
requirements.
Part of the Australian Flexible Learning Framework
Operate and control in:

Pre-treatment processes

Chemical dosing processes

Post-treatment processes
Operate and control in:

Pre-treatment processes
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H2Online Teacher guide
2.3 Maintain information related to chemical supply and usage according to organisational
procedures and statutory requirements.

Chemical dosing processes

Post-treatment processes
Record and report in:

Pre-treatment processes

Chemical dosing processes

Post-treatment processes
3. Operate and control processes
3.1 Conduct chemical dosing according to organisational procedures and statutory requirements.
3.2 Identify and report process faults and the operational condition of plant according to
organisational procedures and statutory requirements.
3.3 Initiate basic system adjustments to improve system performance according to
organisational procedures and statutory requirements.
Operate and control in:

Pre-treatment processes

Chemical dosing processes

Post-treatment processes
Record and report in:

Pre-treatment processes

Chemical dosing processes

Solids separation processes

Post-treatment processes
Operate and control in:

Pre-treatment processes

Chemical dosing processes

Solids separation processes

Post-treatment processes
4. Compile process records
4.1 Compile reports from plant and system data to meet organisational procedures and statutory
requirements.
Part of the Australian Flexible Learning Framework
Record and report in:

Pre-treatment processes

Chemical dosing processes
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H2Online Teacher guide
4.2 Report observations outside defined parameters for further action.

Solids separation processes

Post-treatment processes
Record and report in:

Pre-treatment processes

Chemical dosing processes

Solids separation processes

Post-treatment processes
Mapping – NWP347B – Monitor, operate and control coagulation and flocculation processes
1. Monitor coagulation and flocculation plant processes
1.1 Monitor and test results and processes to ensure compliance with parameters of operation
Monitor and Investigate
Operate and Control
1.2 Identify and report process faults and operational condition of plant according to legislative and
organisational requirements
Record and Report
2. Control chemical use
2.1 Use, handle and store chemicals according to organisational procedures and statutory
requirements
Operate and Control
2.2 Determine and apply chemical dosing in line with plans processes, organisational procedures
and statutory requirements
Operate and Control
2.3 Maintain chemical supply and usage records according to statutory requirements
Operate and Control
Resource Book – OHS
Record and Report
3. Operate and control coagulation and flocculation processes
3.1 Carry out routine plant inspections according to organisational and plant requirements
Monitor and Investigate
3.2 Collect process samples and conduct standard tests
Sample and Test
3.3 Carry out system adjustments and processes to improve system performance according to
Operate and Control
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H2Online Teacher guide
organisational procedures and statutory requirements
4. Compile coagulation and flocculation process records
4.1 Compile reports from plant and system data in line with organisational procedures and
statutory requirements
Record and Report
4.2 Report observations outside defined parameters for further action
Record and Report
Mapping – NWP347B – Monitor, operate and control sedimentation and clarification processes
1. Monitor sedimentation and clarification plant performance
1.1 Monitor and test results and processes to ensure compliance with parameters of operation
Operate and Control
1.2 Identify and report process faults and operational condition of plant according to legislative
and organisational requirements
Record and Report
2. Control chemical use
2.1 Use, handle and store chemicals according to organisational procedures and statutory
requirements
Resource Book – OHS
2.2 Determine and apply chemical dosing in line with plans processes, organisational procedures
and statutory requirements
Operate and Control
2.3 Maintain chemical supply and usage records according to statutory requirements
Record and Report
3. Operate and control sedimentation and clarification processes
3.1 Carry out routine plant inspections according to organisational and plant requirements
Monitor and Identify
3.2 Collect process samples and conduct standard tests
Sample and Test
3.3 Perform process calculations associated with sedimentation and clarification processes.
Operate and Control
3.4 Carry our system adjustments to enhance system performance according to organisational
procedures and statutory requirements.
Operate and Control
4. Compile sedimentation and clarification process records
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4.1 Compile reports from plant and system data to meet organisational and statutory
requirements.
Record and Report
4.2 Report observations outside defined parameters for further action.
Record and Report
Mapping – NWP347B – Monitor, operate and control chloramination disinfection processes
1. Monitor chloramination process performance
1.1 Conduct and analyse process tests and compare performance to plant operational
requirements.
Sample and Test
1.2 Identify and report process faults and the operational condition of plant according to
organisational and statutory requirements.
Record and Report
2. Operate and control chloramination processes
2.1 Carry out routine plant inspections out according to organisational and plant requirements.
Monitor and Identify
2.2 Make process adjustments to optimise system performance according to organisational
requirements.
Operate and Control
2.3 Collect, interpret and record process data according to organisational and plant requirements.
Record and Report
3. Prepare and apply chloramination chemical dosing
3.1 Use, handle and store chemicals according to organisational requirements.
Resource Book – OHS
3.2 Prepare chemical dosing according to system specifications and organisational requirements.
Operate and Control
3.3 Maintain information related to chlorine and ammonia supply and usage according to
organisational requirements
Operate and Control
4. Compile chloramination process reports
4.1 Compile reports from plant and system data to meet organisational requirements
Record and Report
4.2 Report observations outside defined parameters for further action.
Operate and Control
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H2Online Teacher guide
Mapping – NWP364B – Perform laboratory testing
1. Label, register and store samples for testing
1.1 Label laboratory samples, ensuring that the required information is transcribed accurately and
legibly.
Prepare samples for testing
1.2 Register samples in a laboratory record system according to organisational requirements.
Prepare samples for testing
1.3 Record sample testing requirements.
Prepare samples for testing
1.4 Preserve the integrity of samples as required and eliminate the possibility of crosscontamination.
Prepare samples for testing
2. Prepare samples
2.1 Identify samples to be tested and appropriate test method, equipment and safety requirements
according to organisational and statutory requirements.
Prepare for testing
2.2 Compare sample description with the specification, record results and report discrepancies.
Prepare for testing
2.3 Prepare samples according to appropriate standard operating procedures.
Prepare for testing
3. Check equipment before use
3.1 Set up test equipment and/or reagents in accordance with the specified test method.
Prepare for testing
3.2 Conduct pre-use and safety checks in accordance with organisational procedures and
manufacturer’s instructions.
Prepare for testing
3.3 Identify and report faulty or unsafe equipment to appropriate personnel.
Prepare for testing
3.4 Check the calibration status of equipment and conduct calibration or report calibration
requirements to appropriate personnel.
Prepare for testing
4. Perform tests on samples
4.1 Perform the sequence of tests according to standard operating procedures.
Conduct tests
4.2 Identify, prepare and weigh or measure sample and standards to be tested.
Conduct tests
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4.3 Conduct test methods according to organisation procedures.
Conduct tests
4.4 Record results according to organisation procedures.
Record and report
4.5 Perform calculations as required.
Conduct tests
4.6 Identify and report ‘Out of specification’ or atypical results promptly to appropriate personnel.
Conduct tests
4.7 Shut down equipment in accordance with standard operating procedures.
Conduct tests
5. Maintain a safe work environment
5.1 Use established safe work practices and safety equipment to ensure personal safety and that of
other laboratory personnel.
Resource Book
5.2 Store unused reagents as required by relevant regulations and codes.
Resource Book
5.3 Dispose of wastes according to organisational and statutory requirements.
Resource Book
5.4 Clean, maintain and store test equipment correctly.
Resource Book
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Toolbox contact details:
Flexible Learning Toolbox Help Desk
Phone: 1300 736 710
Email: toolboxhelp@flexiblelearning.net.au
Website: flexiblelearning.net.au/toolbox
For more information contact:
2007 Australian Flexible Learning Framework
National Communication
Phone: +61 7 3307 4700
Fax: +61 7 3259 4371
Email: enquiries@flexiblelearning.net.au
Website: flexiblelearning.net.au
GPO Box 1326
Brisbane, Queensland 4001
Australia
Part of the Australian Flexible Learning Framework
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